


























































































































4 





COPYRIGHT DEPOSIT. 












»‘ 

































. 



















/ 









BOOKS ON SPORT 


Each Ylmo. Profusely Illustrated 


FIELD HOCKEY AND SOCCER FOR WOMEN. 
By Helen Frost and Hazel J. Cubberley. 

TRAINING FOR SPORTS. 

ATHLETES ALL. 

By Walter Camp. 

BASKET BALL. A Handbook for Coaches and 
Players. 

By C. D. Wardlaw and W. R. Morrison. 

BASKET BALL AND INDOOR BASEBALL FOR 
WOMEN. 

By Helen Frost and C. D. Wardlaw. 

BASEBALL. Individual Play and Team Play in 
Detail. 

By W. J. Clarke and F. T. Dawson. 

ATHLETIC TRAINING. 

By Michael C. Murphy. 

CAMP CRAFT. Modern Practice and Equipment. 
By W. H. Miller. 

SWIMMING AND DIVING. 

By Gerald Barnes. 


CHARLES SCRIBNER’S SONS 





FIELD HOCKEY AND SOCCER 
FOR WOMEN 














Field Hockey and Soccer 

for Women 


BY 

HELEN FROST, B.S. 

w 

INSTRUCTOR IN PHYSICAL EDUCATION, TEACHERS COLLEGE 
DIRECTOR OF CAMP SANEO, TEACHERS COLLEGE, COLUMBIA UNIVERSITY 

AND 

HAZEL J. CUBBERLEY 

»i 

DIRECTOR OF ATHLETICS, I919-I922, SAVAGE SCHOOL FOR PHYSICAL EDUCATION 
COACH OF FIELD HOCKEY, CAMP SANEO, TEACHERS COLLEGE, COLUMBIA UNIVERSITY 


WITH AN INTRODUCTION BY 

ETHEL PERRIN 

ASSISTANT DIRECTOR OF HEALTH EDUCATION, DETROIT PUBLIC SCHOOLS 


NEW YORK 

CHARLES SCRIBNER’S SONS 


1923 


GrV ioi 1 

.Hi hi 


Copyright, 1923, by 
CHARLES SCRIBNER’S SONS 


Printed in the United States of America 


Published April, 1923 





FOREWORD 


Comparatively speaking, field hockey and soc¬ 
cer are new games to the American public. From 
the wide-spread interest shown in each at the 
present time, it would seem that they are to be¬ 
come very popular and to find a permanent place 
in our group of team sports. Field hockey and 
soccer have been played for years in Europe; 
Americans recognize in them a fine type of open 
team play, and a setting which offers wholesome 
physical activity with every opportunity for pro¬ 
moting good sportsmanship. 

The fact that we have not “grown up” with 
the games finds us in the position of attempting 
advanced team work when we are not ready to 
give our whole thought to it. Consider the years 
a small boy throws and catches a baseball and 
plays “ scrub” or “one ole cat” before he ever 
takes part in a fully organized game of baseball. 
In England, young children play with a hockey- 
stick and ball, or kick a soccer ball about, acquiring 
in their play the specific motor training that later 
enables them to play the two games with remark¬ 
able dexterity. There is no short route to such 
efficiency. Our enthusiasm carries us to the point 


VI 


FOREWORD 


where we wish to play the games in their advanced 
form immediately, and we are disappointed to 
find that our team work is not of a high grade. 
Since we do play other games of equal skill and 
complexity well, our disappointment is greater. 

We may help ourselves in this situation by be¬ 
coming more proficient as individuals. Team 
play can be unified and co-ordinated only when 
the players comprising the team can think clearly 
and transfer thought into correct action. At 
present many of us are in the predicament of 
knowing what we should do with stick or ball, 
but we are unable to do it for the reason that we 
have not given enough thought and practice to 
the details which determine a player’s technic. 

Experience in coaching girls’ teams leads the 
authors to the conclusion that definite progress in 
these games can only be made when individual 
technic receives due emphasis. Our girls must 
acquire strokes and plays that the schoolgirl in 
England has known all her life. 

With the American situation in mind, our book 
contains the fundamentals of play given in form 
that may be used for large groups. Equal con¬ 
sideration has been directed to the development 
of team plays. We have written firstly for the 
player and the inexperienced coach, and secondly 
for the experienced coach, who finds that by agree- 


FOREWORD 


Vll 


ing or differing with us her own ideas become 
clearer, and her presentation more forceful. 

Our book was organized in the spring of 1922, 
but we delayed publication until after the Eng¬ 
lish coaches visited us in the fall, realizing the 
possibility of changes in the game of field hockey. 
In its general principles we find the game remains 
the same. The excellent game which the English 
women play depends upon superior skill and con¬ 
trol of body, stick, and ball, together with great 
endurance and speed in running. 

With more stick practice, and a proficiency in a 
greater variety of plays and strokes developed, 
our girls will come to experience more satisfying 
team play. We are encouraged to believe that in 
our emphasis on technic, we have sounded a note 
that is necessary in a comprehensive presentation 
of field hockey. 

Although we have written of hockey and soc¬ 
cer for girls and women, most of the suggestions 
are applicable to the games as played by boys and 
men. Soccer is being played by young boys in 
nearly every section of the country, and a wise 
coach will give them a very open game, minus 
charging. 

In presenting this book we are indebted to Miss 
Jessica Hill, Doctor Jesse Feiring Williams, and 
to Miss Arlene Voorhies for valuable help and sug- 


FOREWORD 


• • • 
vm 

gestion; to Miss Nan Hunt, Coach of Field 
Hockey, Stoneycroft, Southport, England; and to 
Doctor L. Raymond Burnett, Superintendent of 
City Recreation, Paterson, N. J., for helpful criti¬ 
cism. We are grateful to Miss Alice Frymir for 
the use of Figs, i, 5, 6, and 7, photographs 
taken at the Kellogg School of Physical Educa¬ 
tion, Battle Creek, Mich.; to the Wide World 
Photos Company for Figs. 3 and 4, and to Miss 
Meldon Everett for her kindness in posing for the 
soccer illustrations. Miss Mabel Montgomery 
and Miss Dorothy Clarke have been generous and 
thoughtful in their preparation of the manuscript. 

Helen Frost, 

Hazel J. Cubberley. 


CONTENTS 

PAGE 

Foreword . v 

Introduction .xiii 

PART I 

FIELD HOCKEY 

The Game. 3 

CHAPTER 

I. Individual Technic. 8 

II. Positions.23 

III. Team Play.52 

DIAGRAMS 

IV. Indoor Practice ....... 79 

V. Outdoor Practice. 96 

VI. Suggestions for the Coach .... 103 

Playing Terms.237 

Index, Field Hockey .245 

ix 











X 


CONTENTS 


PART II 
SOCCER 

PAGE 

The Game.115 

CHAPTER 

I. Individual Technic.120 

II. Positions.132 

III. Team Play.154 

DIAGRAMS 

IV. Indoor Practice.202 

V. Outdoor Practice.221 

VI. Suggestions for the Coach .... 229 

Appendix 

Hockey Playing Terms.237 

Soccer Playing Terms.240 

Index, Field Hockey.. . 245 

Index, Soccer.246 










FIGURE 


ILLUSTRATIONS 


FACING PAGE 


1. Correct Position for a Drive.io 

2. Incorrect Position for Hitting.io 

3 and 4. Action Pictures of the Philadelphia-New 
York Game at the First National Field Hockey 
Tournament in Philadelphia, November, 1922 . 24 

5. Line-Up for a Corner. 44 

6. The Left-Hand Lunge.82 

7. Follow-Through of the Left-Hand Lunge ... 82 

8. The Follow-Through of the Drive.98 

9. The Right-Hand “Job”.98 

10. The Scoop Stroke.108 

11. The Reverse.108 

12. Pass with the Inner Side of the Foot .... 122 

13. Pass with the Inner Side of the Foot (front view) 122 

14. Dribbling.. . 128 

15. Player About to Volley, Kicking with the Top of 

the Instep.128 

16. Intercepting with the Hip.142 

17. Intercepting with the Thigh.142 

18. Intercepting with the Shoulder.218 

Receiving a Pass with the Inner Side of the Foot 218 


19. 


xi 











Xll 


ILLUSTRATIONS 


FIGURE FACING PAGE 

20. Kicking with the Top of the Instep .... 222 

21. Throw-In.222 

22. Goal-Keeper Punting.230 

23. Finish of the Punt.230 


DIAGRAMS 

Field Hockey 

Diagrams 1-26.Pages 53 to 78 

Soccer 

Diagrams 1-42.Pages 116, 155 to 201 




INTRODUCTION 


The value of exercise, fresh air, and team play 
for girls and women is fully recognized, but there 
is still, on some of our play-fields, a certain lack of 
serious-mindedness toward girls’ athletics, and in 
some cases a misconception, as evidenced by the 
exploitation of girls for the sake of the audience. 

These situations are brought out by the laxity 
of officials, the lack of co-operation between play¬ 
ers and officials, attitude of the audience, and 
oftentimes the press. Not until coaches make a 
serious study of what it is they are trying to ac¬ 
complish in the lives of the people they are coach¬ 
ing, and of the games they are advocating, will 
these difficulties be overcome; for coaches estab¬ 
lish standards, and help the players and the com¬ 
munity to reach the real objectives in girls’ ath¬ 
letic games. 

Technical studies of the major athletic games 
for girls are needed to point the way, and to enable 
the coach to take the greatest possible advantage 
of all the many avenues of approach toward the 
social qualities most necessary to women if they 
are to fill, successfully, the place in our democracy 
for which they are striving. 

xiii 


XIV 


INTRODUCTION 


There are certain social abilities necessary to 
the individual who is to be of service to his com¬ 
munity. These we are all familiar with. We 
know that in order to be successful in team games, 
a player must show these same abilities. The 
question with the coach should not be “Are my 
players developing enough of these abilities to 
enable them to win the game,” but “Are these 
abilities shown by my players in to-day’s game of 
such an enduring quality that they will lead to a 
keener appreciation of the necessities of social 
adjustments?” For instance, consider the state¬ 
ment found in this book: “Better work will re¬ 
sult if the player plays the ball and not her op¬ 
ponent.” If we could be sure that the full sig¬ 
nificance of such a statement is brought home to 
every player, and that when petty differences 
threaten to overcome the big purpose the ability 
to recognize the important factor and pounce upon 
it will come to the rescue, then we would have 
some ground for saying that we are training for 
good citizenship. 

The responsibility lies with the coach, who 
must first set up her objectives, and then use such 
methods of instruction that these ultimate goals 
will be reached along with the goals of the game. 
The social quality of co-operation is one that all 
coaches talk about, and is a favorite illustration 


INTRODUCTION 


xv 


of the value of team games. They will coach the 
team to play together and coach the individual 
to give up a selfish desire to monopolize the play, 
all for the one end of sending the ball between the 
goal-posts. But when it comes to showing co¬ 
operation with an opposing team, the situation 
often changes, and the dominant idea of the coach 
in making arrangements for the game is to “take” 
every advantage that the law allows, when a little 
“give” would be of real social significance to the 
players. Of how little avail are co-operation and 
unselfishness with team mates if these qualities 
are not extended to opponents and officials! 
Players may get the idea of interdependence 
among the members of a team, but unless the 
value of this idea is discovered by the players 
themselves and applied to their life experiences, 
there is not likely to be a transfer. 

One method of accomplishing the desired re¬ 
sults is the use of pupil activity in forming codes 
of behavior under varying circumstances. If a 
coach has an understanding and appreciation of 
modern methods in teaching, she will see the op¬ 
portunity offered in the field of highly organized 
games for the development of purposing by pupils. 
She has the choice of two methods. First, she can 
be the dictator, working out the problems of each 
situation, doing all of the original planning, and 


XVI 


INTRODUCTION 


follow this with a detailed course of instruction 
which gives the players a definite line of procedure 
and which is best adapted to a machine-like type 
of team. Such a team can be depended upon as 
far as the game is concerned, while the same situa¬ 
tions arise for which they have been drilled. 
Second, she can be a leader and use the game situa¬ 
tions as problems of the most interesting and vital 
types, if she is qualified by natural ability and 
knowledge to set the stage by proper stimulation. 
Such a team may not move with machine-like 
precision, but it will play with intelligence and 
may be relied upon in an emergency. For such 
a team there is at least a chance of transfer to 
right social attitudes and constructive perform¬ 
ance in life situations. 

Participation in girls’ and women’s athletics is 
increasing and we are forming our traditions. 
Our women need strong, healthy bodies, and their 
exercise should be vigorous. Kicking a ball is 
just as natural for a girl as for a boy, and re¬ 
sultant strengthening of the abdominal muscles 
is more important in her life than in his. 

The game of soccer brings into play the big 
muscle groups, and it takes its players out of 
doors—both fundamental requisites for the ado¬ 
lescent girl. It is especially adapted to the needs 
of the girls who are abounding in energy, and who 


INTRODUCTION 


xvi 1 


are as lively at the end of an ordinarily conducted 
gymnasium period as they were at the beginning. 
It is a strenuous game, and should be preceded 
by a thorough physical examination. 

Field hockey is best suited to the senior high- 
school girl, and on through the active playing life 
of women. It takes a highly co-ordinated skill 
to use a hockey-stick on a moving ball while run¬ 
ning at top speed. 

There could be no better training for a vigorous 
healthy girl than three years of soccer, followed by 
three years of field hockey in the high school. 
Then she will be ready for any form of outdoor 
sport when she enters college. The over-fatigue 
and strain that we hear of comes from two causes: 
a lack of knowledge and understanding of indi¬ 
vidual physical differences, and a lack of partici¬ 
pation in athletic games throughout the whole 
school life. 

A careful study of this book and the proper 
adaptation of its scientific material, will make it 
possible for any coach to reach her highest goals. 

Ethel Perrin, 

Assistant Director of Health Education 
Detroit Public Schools. 


PART I 


FIELD HOCKEY 



FIELD HOCKEY 


THE GAME 

Field hockey is one of the most highly organized 
team games played by girls to-day. As a major 
sport, it has many features which recommend it 
for general adoption in girls’ schools and colleges. 

It is an ideal game for the crisp, cool, autumn 
days, combining, as it does, stimulating physical 
activity and scientific team play. Interest is sus¬ 
tained over a long period of time, for combinations 
in team play are limitless, and individual skill and 
dexterity may be ever increasing. Once well 
played, hockey arouses an enthusiasm that re¬ 
mains with the player long after school-days are 
over and serves to keep her actively interested in 
the game. 

Field hockey is a running, hitting game played 
with sticks and ball on a rectangular turf field, 
ioo yards long and 60 yards wide. The teams are 
composed of eleven players each, five forwards, 
three half-backs, two full-backs, and a goal¬ 
keeper. The line-up showing the relative posi¬ 
tions of the players at the start of the game will 
be found on page 53. 


3 


-Side line or touch line 100 yds.- 


FIELD HOCKEY 



Note: In schools for younger girls the minimum size may be 

85 yards by 45 yards. 












THE GAME 


5 


The game begins with a “bully-off” between the 
centre forwards in the centre of the field. These 
two players stand squarely facing the side-lines, 
left shoulder toward the goal they are attacking, 
with one foot on either side of the centre line. All 
the other players on both teams must be in their 
own half of the field until after the “bully-off” is 
taken. As soon as the initial play is completed, 
the two forward lines cross over into the oppo¬ 
nents’ territory, trying to take the ball with them. 

The object of the game is to advance the ball 
by hitting, dribbling, or passing it with the stick 
into the opponents’ striking-circle and, from there, 
to shoot a goal. A ball passing over the end-line, 
between the goal-posts and under the cross bar, 
is a goal and scores one point for the attacking 
team, provided that it was hit by an attacker 
within the striking-circle. After each goal and at 
the beginning of the second half, the ball is again 
put in play at the centre. 

Although originally a man’s game, field hockey 
in America has been adopted almost exclusively 
by women and girls. The ancestry of the game is 
of interest, as it is evident that many sources have 
contributed to its present form. Field hockey is 
a development of games which have been played 
in some form for centuries. These games were 
known respectively in Ireland, Scotland, and 


6 


FIELD HOCKEY 


Wales as hurley, shinty, and bandy. The word it¬ 
self seems to have been derived from the old 
French “hoquet,” meaning shepherd’s crook. The 
name hockey was probably given the game be¬ 
cause of the resemblance between a shepherd’s 
crook and the stick with which the game is played. 

In England to-day, field hockey is one of the 
major sports for women and girls and has reached 
a high standard of individual skill and team play. 
It is the aim of every ambitious player to make 
“All-England,” the team which represents Eng¬ 
land in international matches. 

In America, handicapped as we have been by a 
short hockey season, by comparatively poor equip¬ 
ment, and by inexperienced, coaches, the develop¬ 
ment of the game has been slow. Generally speak¬ 
ing, the science of the game of field hockey in 1920 
was little in advance of that as introduced in 1901 
from England. 

During the fall of 1921, however, the first Amer¬ 
ican tour of the All-England Field Hockey Team 
did much to quicken popular interest and enthu¬ 
siasm in the game. The English team’s superior 
speed and hitting power, their smooth team play, 
clever stick work and all-round knowledge of the 
game were inspiring to those fortunate enough to 
see the matches. 

January, 1922, marked an important date in 


THE GAME 


7 


the history of American hockey; the United States 
Field Hockey Association was formally organized 
in Philadelphia. This organization will be an in¬ 
fluential factor in unifying the various hockey 
clubs throughout the country and in raising the 
general standard of the game. Credit for the for¬ 
mation of the United States Field Hockey Associa¬ 
tion is due to Miss Constance Appleby, of Bryn 
Mawr, and to the organized hockey clubs in the 
vicinity of Philadelphia, where interest in field 
hockey has always been keen. 

When field hockey is given its rightful place as 
a major sport in the athletic programme of high 
schools, preparatory schools, normal schools, and 
colleges, we should see very definite progress. 
Playing ability will gradually improve, a clear 
understanding of the rules will be established, 
and coaches will be better informed; this circle of 
influences will determine the growth of the game. 


I 


INDIVIDUAL TECHNIC 

Proficiency in individual technic is the founda¬ 
tion of every team’s success. Each individual on 
the team should be able to execute all the strokes 
with accuracy and finish. Persistent practice of 
the strokes is the means of playing them effec¬ 
tively. No golfer expects a perfect drive unless 
she gives attention to her stance, her arm swing, 
and keeping her eye on the ball. Neither should 
a hockey player expect to make a clean hit or to 
dribble well unless she gives attention to funda¬ 
mentals. 

Field hockey is sometimes criticised on the sup¬ 
position that it is too rough a game, that too many 
injuries are likely to occur. This criticism lacks 
foundation when a team has been properly 
coached, and when the game is played according 
to the present international or U. S. F. H. A. rules. 
Through increase in the science of play there is a 
corresponding decrease in the danger caused by 
uncontrolled hitting. A knowledge of the proper 
way to hit a ball and ability to control it will pre¬ 
vent needless accidents. 

The correct hold of the stick, the feeling of 

8 


INDIVIDUAL TECHNIC 


9 


proper body alignment and balance, the point at 
which to connect with the ball may become second 
nature by practice, and scarcely a thought need 
be given to these details during the game. Re¬ 
member always to keep your eye on the ball and 
to grip the stick firmly at the moment of hitting. 
For accuracy, the flat surface of the stick must 
face the direction the ball is to be sent. 

How to Hold the Stick 

A. Grasp the stick firmly with both hands to¬ 
gether at the top of the handle, left hand above 
the right. The inner (palm) surface of the left 
hand should be on that part of the handle corre¬ 
sponding to the flat side of the stick, the palm of 
the right hand is against the handle on the rounded 
side of the stick. See Fig. i. 

This is the correct way to hold the stick when 
making a right-to-left hit or drive. 

B. When running on the field, the stick should 
be carried in both hands. Retain the left-hand 
grip at the top of the handle; loosen the right hand 
without changing its position on the stick, and 
slide it along the handle to within a few inches of 
the curved portion of the stick. The flat surface 
of the stick will be forward, “toe” up. See New 
York centre half-back’s position, Fig. 3. The stick 
is carried in both hands, at an easy arm’s length 


IO 


FIELD HOCKEY 


position, parallel to the ground. It is constantly 
in control and the player is in readiness to hit by 
simply sliding the right hand back to position as 
the stick is swung to meet the ball. 

The Drive 

The hands are close together at the top of the 
handle, left hand above the right. The body is 
almost erect and the hit is usually made with the 
left foot and left shoulder in advance, i. e ., in the 
direction of the hit. See Fig. i. At the begin¬ 
ning of the stroke, when the stick is back, the 
body weight is on the right foot. At the finish of 
the stroke the body weight shifts to the left foot. 
The ball is hit when it is close to, and slightly in 
front of, the player. For a clean hit, the ball 
meets the stick, not at the tip or at the curve, but 
near the centre of the blade. 

In the drive, as in other hockey strokes, the 
muscular force is applied through the forearm and 
wrists. When one attempts to use the free arm 
swing of golf, she invariably commits the foul 
“sticks” (raising stick above shoulder). 

Turning the stick over will prevent making 
“sticks” at the end of the stroke. Turn the right 
wrist and forearm from right to left just after the 
impact with the ball. This will turn the stick so 
that the flat side will be facing the ground, mini- 



FIG. 1. CORRECT POSITION FOR A DRIVE FIG. 2. INCORRECT POSITION FOR HITTING 

Note erect position of the body, firm grip with both hands close Note crouched position of body, ball too far away from player, 

together at the top of the handle, and eyes on the ball. causing ineffective hitting. 






\ 




t 







INDIVIDUAL TECHNIC 


11 


mizing the danger of going above the shoulder on 
the finish of the stroke. See Fig. 8. Do not let 
this interfere, however, with the freedom of the 
drive or the follow-through. 

Beginners should note that the body is as erect 
as possible when making a drive or right-to left 
hit. A common fault of most beginners is trying 
to hit the ball when it is too far away from the 
body. This causes ineffective hitting and loss of 
body balance, with the result that the hit is noth¬ 
ing but a sweep with the curved portion of the 
stick. See Fig. 2. Whenever a player finds that 
she is hitting the turf before she meets the ball, or 
making sticks at the beginning of the drive, let her 
stop, stand up as erect as possible, get nearer to 
the ball, and hit it in the middle of the blade. 

The drive with its various modifications is the 
most widely used stroke in field hockey to-day. 
It is invaluable for the halves, fulls, and goal¬ 
keeper. The forwards use it for long passes across 
the field, never down the field ahead of their line. 
When driving across the field the hit is made with 
either the right or left foot in advance. The for¬ 
wards score many goals with a hard drive immedi¬ 
ately upon entering the circle. Players taking 
the corner hit or a free hit should be able to drive 
with accuracy and force. The skilful left wing 
should so adjust her position that she is in ad- 


12 


FIELD HOCKEY 


vance of the ball when about to “centre” with 
this right-to-left stroke. 

The Push-Pass 

The push-pass may be used to send the ball in 
any forward direction, although its most frequent 
use is to send a short, quick pass to the right. 
The flat surface of the stick is against the ball 
facing the direction in which the ball is to be sent, 
the stick is in an upright position, left hand at the 
top, right hand slightly down the handle. The 
ball is really shoved along the ground as the player 
extends her right arm for a forearm and wrist 
stroke, ending with a flick of the wrists. This 
stroke is often called the “flick” shot. 

Once mastered, the push-pass is indispensable 
for players on the left side of the field. Forwards 
use the push-pass in dodging a back; for example, 
the forward pushes the ball to the left of the back, 
runs past her on her right, recovers the ball, and 
is far down the field before the back can overtake 
her. See Diagram, page 72. 

Players when dribbling will find the push-pass 
a quick, effective means of evading an opponent. 
The stick is already against the ball, and the 
player, by a mere extension of the arms, shoves 
the ball out of the way before the opponent can 
tackle. 


INDIVIDUAL TECHNIC 


13 


The “Scoop” Stroke 

This stroke is similar to the push-pass in that 
it is entirely a forearm and wrist stroke and that 
it is frequently used to pass the ball to a player 
on the right. 

The ball is slightly to the right or in front of the 
player as the pass is made to the right. The flat 
surface of the stick, near the “tip,” is placed under 
the ball, stick laid well back, left hand remains at 
the top, right hand moves down the handle in order 
to steady and control the stroke. See Fig. 10. 
The ball is actually scooped by a quick forearm 
and wrist movement upward, with a flick of the 
wrists, which raises the ball and sends it low 
through the air. Height and distance are deter¬ 
mined by the need, and controlled by the muscu¬ 
lar force behind the stroke. Endeavor to make 
the pass short, well-placed, and not high. Keep 
your eye on the ball. 

The scoop stroke is used by every player on the 
team. The ball can be passed in any forward 
direction—straight ahead, obliquely right, or 
obliquely left. Forwards use it for a left-to-right 
pass to a player on the right, or to evade a half¬ 
back or full-back without having to dodge. In 
evading a back, the forward, with the scoop stroke, 
slightly raises the ball at the proper moment and 


FIELD HOCKEY 


14 

sends it over her opponent’s stick. She recovers 
the ball in back of her opponent, continues her 
dribble, leaving the opponent far behind. 

Forwards will find the scoop stroke of great 
value when shooting for goal at close quarters, 
as they often score by simply “scooping” the ball 
over the goal-keeper’s stick. If you would be 
successful in making this play, do not show what 
you intend to do. With practice, you will be 
able to make the scoop stroke with the merest 
flick of the wrists. 

The Left-Hand Lunge 

The left-hand lunge adds marvellously to a 
player’s reach. The stroke is made with only the 
left hand on the stick and one needs a very strong 
forearm and wrist to play it, as the ball is hit when 
the left arm is fully extended. 

The player, with a quick lunge left, swings her 
stick forward and downward at the ball, left arm 
fully extended, left hand gripping firmly, wrist 
rigid. The right arm is flung backward aiding 
extension and balance. Weight is well forward 
over the left foot as the ball is hit. See Fig. 6. 
The secret of success in the left-hand lunge is a 
stiff wrist; any dropping of the wrist will mean 
missing the ball. 

The forwards use this stroke to deflect a pass to 


INDIVIDUAL TECHNIC 


15 

the right; the right wing uses it to keep a ball in 
touch at the last moment; the right inner may 
score with the left-hand lunge. The “backs” use 
the stroke in checking an opponent, and endeavor¬ 
ing to play the ball back to their own team mates. 

To overtake and tackle an opposing forward, 
the back races after her until she is level with, or 
a little behind and to the right of the forward. 
She then lunges, bringing her stick forward and 
downward, meeting the ball. To follow up this 
advantage, the back pivots on her left foot, turns 
quickly left, replacing her right hand on the stick, 
and takes up the attack with either a dribble or a 
pass. See Figs. 6 and 7. 

The Reverse Stroke 

The reverse stroke is an emergency stroke and 
should be played as such. Players should not 
attempt the reverse until the more fundamental 
strokes have been mastered. 

To adjust the stick for the reverse stroke, let 
the stick turn between the hands so that the “toe” 
of the stick is pointing toward you, the hands re¬ 
maining in the same relative position, left above 
right. Grip the stick firmly, keep your eye on the 
ball, and hit with the “toe” of the stick. The shift 
of the stick in the hands must be made for a good 
pass. The force is applied through the forearm 


i6 


FIELD HOCKEY 


and wrist with a short arm swing and a wrist flick 
at the moment of impact. 

Players on the left of the field will find the re¬ 
verse a valuable addition to their strokes. Some 
few individuals are able to send the ball with great 
pace using the reverse. Such a pass requires an 
accurate eye and a well-timed stroke. 

When the ball is to the left of the player, the 
reverse turn of the stick is often used to pull the 
ball into an easier position on the right for hitting. 
It is also used to keep control of the ball while 
dribbling. In such play the left hand does not 
move and the right hand makes but a slight ad¬ 
justment. See Fig. n. 

When using the reverse to stop a ball, be sure 
of your “eye.” Given time, it is better play to 
use other stops for swiftly rolling balls. 

The “Job” 

The “job” is used to control a ball which could 
not otherwise be reached. 

The stick is held in the right hand, flat surface 
uppermost, rounded side on the ground, arm fully 
extended making a straight line with the stick. 
Jab at the ball, until it is out of an opponent’s 
reach or until it can be played more advanta¬ 
geously with two hands on the stick. See Fig. 9. 

The stroke may be made with the stick in either 
hand. 


INDIVIDUAL TECHNIC 


1 7 


Dribbling 

Dribbling is advancing the ball by quick pats or 
thrusts, keeping it constantly within reach of the 
stick. On a smooth field it might be possible to 
advance the ball by merely scooping it along with 
the stick (sliding the stick along and letting the 
ball roll in front of it). Fields of this type are 
rare, and it is well at all times to practise dribbling 
by using the quick pat or thrust stroke. 

Experienced players dribble with the ball either 
directly in front, or a little to the right and ahead 
of the right foot. For beginners who are not 
adroit with their sticks, dribbling with the ball a 
little to the right, but always ahead of them, is 
advisable. If they try to dribble with the ball 
directly in front, there is danger of falling on or 
tripping over the stick with possible injury to the 
player. 

For dribbling, the right hand should be down 
the handle far enough to steady the stick for pro¬ 
pelling the ball quickly and precisely, but not so 
far as to cramp the player’s speed. The left hand, 
as usual, remains at the top of the handle. 

Receiving a Ball 

If a ball is coming from the rear, look back over 
your shoulder to see in which direction it is coming. 


i8 


FIELD HOCKEY 


Never turn your back on the goal you are shooting 
into. Be ready to receive the ball in the easiest 
position for playing it readily—usually on your 
right. Learn to adjust your body weight quickly 
and easily for advantageous playing. 

From whatever direction a ball is coming keep 
your eye on the ball. Know before you receive 
the ball what you want to do with it and do it. 
A knowledge of angles is necessary for accurate 
hitting. Remember that the flat surface of the 
stick must face the direction the ball is to be sent. 
Remember also that there is no play with the 
rounded side of the stick. 

Ways of Fielding the Ball 

The simplest and quickest way to field a ball 
is with the stick, but this is not the only way to 
stop a ball. If the ground is uneven, or if the ball 
is travelling at such speed or at such an angle that 
it would be foolhardy to attempt to play it directly 
with the stick, the player may use her feet, her 
hands, or her stick reinforced by the right foot. 

I. Fielding with the Stick .—Played with skill and 
sureness, the quickest way to field a ball is with 
the stick. Too often, however, a swiftly rolling 
ball manages to elude the stick in unaccountable 
ways, or it bounces off the stick only to be con¬ 
veniently played by an opponent. When you 


INDIVIDUAL TECHNIC 


19 


stop a ball, stop it for yourself. First, last, and 
all the time, keep your eye on the ball. Place 
your stick in the line of direction of the ball, flat 
surface facing the ball. As it comes on the stick 
let your stick “give” (in the same way that a 
player “gives” when catching a baseball). The 
knees and the elbows flex slightly so that instead 
of merely rebounding from a stiff obstruction the 
ball seems to be “held” by the stick. 

One should be able to redirect the ball without 
stopping its progress, or to “pick” it up with the 
stick and commence dribbling. Stopping or re¬ 
ceiving the ball directly on the stick is undoubt¬ 
edly the quickest way, but it should be used with 
discretion when playing on bumpy or uneven 
ground. 

When a ball is coming through the air and below 
the waist, exceptional players can volley it and 
successfully carry it forward by batting it along 
on the stick. For most players, however, the 
hand stop is to be preferred for balls that are much 
above ground. See No. 5 below. 

2. Stick Reinforced by Foot .—It is often advisa¬ 
ble to stop a swiftly rolling ball with the stick rein¬ 
forced (made firm) by the right foot. Place the 
right foot against the rounded side of the stick 
just as the ball comes against the flat surface. 
The ball may be quickly played after this stop. 


20 


FIELD HOCKEY 


3. Fielding with One Foot .—The one-foot stop 
is the best of the foot stops. The player must 
keep her eye on the ball. Whichever foot is used 
—keep the heel on the ground, lift the toes so 
that the ball rolls under the sole of the foot and 
is stopped there. When well fielded, it seems as 
if the toes literally curl about the ball and hold it. 
The foot must be removed immediately. (See 
U. S. F. H. A. rules.) The first few times it may 
take courage to field a fast ball in this manner. 
Once learned it becomes simple and an easy, ac¬ 
curate stop. 

Given time, the backs will find this an excellent 
method for fielding balls. Forwards use it in 
receiving a corner hit. 

4. Fielding with Two Feet .—When using two 
feet to stop a ball, the heels are together, toes 
slightly apart so as to make an opening to re¬ 
ceive the ball. Make sure that the ball is stopped 
by the feet and not kicked forward. Having 
really stopped the ball, step away from it and 
play it. Too often players allow the ball to go 
between the legs or to rebound from their feet 
into position for one of the opponents to play. 

Although the slowest stop for general playing, 
the goal-keeper will find that the two-foot stop 
is her safest way of fielding. Forwards almost 
never have time to use it, the halves and fulls will 


INDIVIDUAL TECHNIC 


21 


find that other stops are better and can be played 
more rapidly. 

5. Fielding with the Hand .—“The ball may be 
stopped with the hand, provided it is not thrown 
or carried forward from the hand—if caught in 
the air, the ball must be immediately released to 
fall perpendicularly to the ground.’’ 

Fielding with the hand is the most accurate 
means of stopping a swiftly rolling ball. Left 
wings and backs find the one-hand stop very effec¬ 
tive; the right wing will use it to keep the ball in 
bounds when playing on bumpy or uneven ground. 

If the ball is coming to the right of the player, 
the stick is held in the left hand, the player stoops 
down, turns the right hand palm facing the direc¬ 
tion from which the ball is coming, fingers point¬ 
ing downward, the backs of the fingers against 
the ground. Having stopped the ball, leave it on 
the ground, replace the right hand on the stick, 
and play the ball. It is essential to stop the ball 
quickly and play it immediately or an attacker 
will benefit by the stop. 

If the ball is coming on the left side, use the 
left hand to stop it, holding the stick with the 
right hand. Whenever possible, it is better to 
adjust the body before stopping the ball, so that 
the ball can be played on the right. 

From a corner hit one of the forwards can stop 


22 


FIELD HOCKEY 


the ball with her hand for another of her team to 
play. 

Fielding with the hand is the best way to stop 
a ball that is going through the air above the 
shoulder. Care must be taken not to throw or 
carry the ball forward. 


II 


POSITIONS 

The forward line, consisting of right wing, right- 
inside, centre-forward, left-inside, and left wing, 
is the advance line of attack. A consciousness 
that opponents only are between the forwards and 
the goal they are attacking will tend to insure ac¬ 
curate passing and forceful shooting. Besides a 
great amount of individual skill, speed, and fight, 
the forwards must have a perfect combination for 
team play—team play that carries the ball rapidly 
down the field by skilful dribbling and passing, 
ending in brilliant and concerted attack around 
the goal. 

No matter how perfect a combination the for¬ 
ward line has developed, it is bound to fail unless 
the half-back line, which consists of left half-back, 
centre half-back, and right half-back, is composed 
of intelligent, energetic players. These players 
must be ready at all times to ‘Teed” the ball to 
the forwards, to recover the ball when the for¬ 
wards lose it, and to play it to them again. Half¬ 
backs must have marked endurance and speed as 
they cover the field from striking-circle to striking- 
circle. 

The two full-backs, right and left, are important 

23 


24 


FIELD HOCKEY 


factors in the attack even though their main forte 
in the game is defense. In the newer game, much 
emphasis is placed on the extended work of the 
full-backs and with these two players strongly on 
the offensive, the attacking power of the entire 
team is greatly increased. 

The full-backs with the goal-keeper are the last 
line of defense, and on them falls the responsibility 
of preventing a goal during strong and sustained 
attack. A dependable goal-keeper is an important 
factor in attack, as confidence in her will enable 
the backs to play a more offensive game. 

The Forwards 

A forward should be a brilliant player, expert 
in stick work and dodging. She should be able to 
run speedily, to dribble while running at top speed, 
and to evade opponents while dribbling. Begin¬ 
ners are inclined to keep the ball too long. Learn 
to draw the defense, pass before there is danger 
of losing the ball, and try to direct the ball to an 
unmarked team mate. 

On the ability of the forwards to take advantage 
of every opportunity to shoot, and to send or re¬ 
ceive well-timed, accurate passes will depend their 
success as a goal-getting aggregation. Many a 
game has been lost because the forwards were 
slow in taking advantage of opportunities to shoot. 



FIG. 3. Centre-forward (Philadelphia) has broken through the New York defense 

in a swift attack. 



FIG. 4. The New York full-back has just finished a scoop stroke, having passed the 
ball to her half-back, who is not shown in the picture. 


ACTION PICTURES OF THE PHILADELPHIA-NEW YORK GAME AT THE 
FIRST NATIONAL FIELD HOCKEY TOURNAMENT IN PHILADELPHIA, 
NOVEMBER, 1922 


































POSITIONS 


25 


Plays and Suggestions for the Forwards 

(1) Keep up with the forward who has the ball. 
Never run ahead of her in your opponent’s half 
of the field. See offside. At times in midfield 
or in your half of the field, the V formation is 
good. See Diagram, page 66. Wing players 
slightly in advance, centre-forward back so that 
she is ready to dash ahead and play the ball from 
a pass at top speed. 

(2) Keep ahead of your half-back line. When 
your half-back has the ball, gain as much distance 
as possible. Place yourself in an advantageous 
position to receive the ball and play it on without 
first stopping it. 

(3) Don’t waste time getting off after a centre- 
bully. Trust your halves and fulls to recover the 
ball if you should lose it on the bully. 

(4) The main object of the forward line is to 
advance the ball as rapidly as possible into the 
opponent’s territory and to shoot a goal before 
the defense is strengthened. 

(5) Never turn your back on the goal you are 
shooting into. Face the goal you are attacking. 
Look back over either shoulder to receive passes 
from behind. 

(6) It is a waste of time for forwards to use 
hands or feet to stop a ball when it could be played 


26 


FIELD HOCKEY 


directly with the stick. When playing on a 
bumpy ground, however, it is wiser to use your 
hand than to take the chance of missing the ball 
entirely. / ^ 

(7) Keep cool at all times. A “heady” for¬ 
ward is more difficult to oppose than an excitable 
player who uses the “hit-and-rush ” tactics. 

(8) Pass work between the forwards inside the 
circle will often outwit strong defense. Never 
pass the ball when a shot at goal would score. 
Shoot as soon as you enter the circle and follow 
up every shot. Remember that the goal isn’t 
scored until the ball is over the end-line between 
the posts. Play until the whistle blows. 

(9) Expect that the defense will intercept your 
shots—you will then always be ready to shoot 
again. Remember that the defense is likely to 
clear to the sides of the field. Wing players often 
score on these attempts to “clear” the goal. 

(10) In shooting for goal—do not get so close 
to the goal mouth that you handicap your own 
game. A study of angles should make a forward 
more skilful in shooting goals. Note especially 
how often long shots at goal by the outside play¬ 
ers go wide of the mark, resulting only in a 25- 
yard line bully. See Diagram 9, page 61. 

(11) A wing player having dribbled close to the 
end-line should never attempt to shoot from that 


POSITIONS 


27 


angle. It is advisable to send the ball slightly 
back toward the edge of the circle to one of the 
inside forwards who is in better position to shoot. 
See Diagram 13, page 65. 

(12) Forwards can never get too much practice 
at shooting goals from within the striking-circle. 
Practise relaying fast balls without stopping them; 
short accurate passes; and stops with feet or sticks. 
A good forward should be sure with her stick, as 
she seldom has time to use feet or hands to stop 
the ball. 

(13) Concentrated attack around goal—five 
forwards closely backed up by the halves with the 
full-backs playing near the 25-yard line—is the 
ideal formation for successful scoring. See Dia¬ 
gram 19, page 71. 

(14) When shooting for goal, choose the un¬ 
expected openings. Shoot for the space where 
the goal-keeper “isn’t,” never aim for the op¬ 
ponent’s stick. Look up and see where the goal¬ 
posts are, then shoot between them. Time used 
in taking aim is time saved. 

(15) Remember—more goals are scored as a 
result of head-work than as a result of pure force 
in hitting. Hard hitting, well controlled, how¬ 
ever, is a great asset in scoring goals. 

(16) In play near the striking-circle know which 
opponent is marking you. Play around her. 



28 


FIELD HOCKEY 


Draw out another of the defense, then pass to 
your unmarked forward. 

(17) Two excellent ways to score: ( a ) A hard, 
well-directed hit followed up, in readiness to 
shoot again, (b) Dribbling or playing close to 
the goal-keeper, then with a scoop or push-pass, 
place ball over goal-line; or pretend to shoot in 
one direction, then “whang” the ball past the 
other side of the goal-keeper. 

Remember that it is easier for a goal-keeper to 
stop a ball on her right than on her left. Vary 
your attack—keep your opponents guessing. 

(18) The wing forwards, especially, should be 
able to advance the ball with the dribble for a 
considerable gain—25 or 40 yards in midfield. 

(19) Short passes are effective in evading an 
opponent. The wing and the inside often make 
a spectacular advance by short passes to each 
other. Be careful of excess of passing between 
any two players; there is a reason for having five 
players on the forward line. 

(20) Upon reaching the opponent’s 25-yard 
line, centre the ball. Passes out to the wing 
players at this time are costly. 

(21) A combination of long and short passes 
makes your game more difficult to oppose. 

(22) Play your own position. If one player 
wanders, she leaves a hole in the line and conse- 


POSITIONS 


29 


quently weakens the attack. Remember that an 
opposing back will be on the watch for just such 
an opening. 

Experienced players interchange positions under 
stress. For the most part it is best to play your 
own position consistently. 

(23) When a team mate with the ball is 
tackled, be ready to receive and play the ball 
whether it comes off her stick or the opponent’s 
stick. Never close in and hamper her playing. 
Be ready to play the ball for a gain. 

(24) Study your opponents—know their weak 
points and play through those weak points. 
Never make the same mistake twice. 

(25) Left wing. ( a ) Play about in the centre 
of your alley. It will be less easy for the opposing 
half to guard you. Your position is a difficult 
one at best—learn to keep as much of the play 
on your right as possible. 

(b) Master the left-to-right push-pass, the scoop 
stroke, and the reverse stroke. The left wing 
should play the reverse stroke well, as a valuable 
resource. 

(c) In using the right-to-left drive for centering, 
get slightly in advance of the ball. 

(d) Whenever possible draw out the opposing 
full so that your left-inside will have a clear field. 
Left-inside must then guard against offside. 


30 


FIELD HOCKEY 


(e) A fast wing often scores goals. Remember 
that you shoot from a difficult angle. If in danger 
of being tackled, either centre the ball or dodge 
the “ back.” If possible, centre the ball when you 
reach the 25-yard line, your inside forwards are 
in a better position for shooting. 

(/) A good play for the left wing is a sudden 
stop after a swift dribble, pulling the ball back, 
allowing opponent to overrun her, then centering 
with precision. 

(26) Right wing. ( a ) Play near the touch-line 
—it will be harder for the opposing left-half to 
tackle you. 

(b) Be ready to tackle the opposing left-half, 
make her pass the ball, then immediately get 
into position for attack. 

(c) Wing players take the roll-in near the op¬ 
ponents’ goal. 

(d) Right wing will find the left-hand lunge an 
invaluable stroke for keeping the ball in bounds 
at the last moment and to deflect a pass to inner 
right. 

(e) Timely use of the scoop stroke saves having 
to dodge. 

(27) Inside-forwards should be expecting the 
wing players to centre near the 25-yard line 
and should be ready to play the ball from this 
pass. The left-inside will probably be in best po- 


POSITIONS 


3 i 


sition to score from a “centre” by the right wing, 
and the right-inside often scores on a “centre” 
from the left wing. See Diagram 13, page 65. 

(28) Forwards, on defense, stay out near your 
25-yard line. You are then ready to take the ball 
for a considerable gain when your backs “clear” 
to you. 

(29) Know all the tricks of getting around the 
opposing backs. Be proficient in all kinds of 
stick work—in dribbling, in the scoop stroke, the 
push-pass, the reverse, and the lunge. 

(30) Keep control of the ball by the unexpected 
pass or dodge. Do not always pass when an op¬ 
ponent comes near. Be master of every situa¬ 
tion. 

(31) Remember that you have all to lose and 
nothing to gain by playing in an offside position. 

(a) You cannot be offside in your own half of the 
field. 

( b ) You are never offside if there are three de¬ 
fenders between you and the goal when the ball 
is hit. 

(c) Danger of offside will be diminished if the 
five forwards play approximately in line with the 
player who has the ball. Never play in advance 
of her when in your opponent’s half of the field. 

(d) If you receive the ball in an onside position, 
you may dribble past the halves, the fulls, and 


32 


FIELD HOCKEY 


straight in for a goal provided you keep the ball 
yourself. If you are forced to pass, because of 
fatigue or opposition, be sure to pass in a back¬ 
ward direction, because: 

(e) A player in back of the ball when it is hit, 
is not offside regardless of the number of defenders 
between her and the goal. 

(32) Know your rules thoroughly, so that you 
know the foul as soon as the whistle blows, {a) 
Gain as great distance as possible toward the 
goal you are attacking when your side has the 
roll-in or free hit. 

(b) When the free hit is against you, drop back 
and mark. 

(c) Know exactly what you are going to do with 
the ball on a corner or penalty-corner hit. Often 
the inside can stop the ball with her hand, for the 
player on her left to hit. The one-foot stop may 
also be used to advantage. 

(1 d ) Forwards who take the corner hit (usually 
the wing player) should practise the hit for sure 
placement. 

(0 When your team is defending on a corner 
hit, try to take the ball out with you, but don’t 
stop to help defend the goal. By so doing you 
make it difficult for the backs and goal-keeper to 
see the ball or to play it effectively. 

(/) When your team is defending on a corner 


POSITIONS 


33 


hit rush out to the 25-yard line as soon as the 
hit is taken. You are then ready to take the ball 
down the field for a considerable gain if your backs 
clear successfully. 

The Half-Backs 

Every player on the team should be, but a half¬ 
back must be , physically “fit” in order to play the 
masterful, tireless game demanded of her. Cov¬ 
ering the field from striking-circle to striking- 
circle, constantly in the play whether her team is 
on the offensive or on the defensive, the half¬ 
back must have unlimited endurance. She must 
be resourceful, ready for any emergency—quick 
to use hands, feet, and stick. She must be strong 
in attack, following her forwards closely in order 
to “feed” them the ball by clean, well-directed 
passes. When the opponents have the ball she 
is as strongly on the defensive, working to recover 
the ball and play it again to her forwards. 

She must “feed” her own forward line, inter¬ 
cept passes from the opposing half-backs to their 
forwards, and recover the ball by tackling or inter¬ 
cepting passes, once the opposing forwards get 
possession of it. 

The qualities that make a perfect centre half¬ 
back are usually those that are essential in a good 
captain. Very often the centre half-back will be 


34 


FIELD HOCKEY 


chosen the captain of her team, as she possesses 
those physical and mental qualities that make 
her an able leader. She is in the ideal position 
for generalship. She can see what her forwards 
are doing and encourage them in attack; she can 
keep her right and left half-backs playing a 
steady, intelligent game; she can advise her full¬ 
backs when to play up and when to play back. 
She is in an excellent position to study the oppos¬ 
ing team’s formation, its weak and its strong 
points, and to organize her team’s attack through 
those weak spots. 

The half-back line is constantly in action, 
whether the team is attacking or defending. It 
is the connecting link between the full-backs and 
the forwards. The half-backs must be alert and 
indefatigable, never slow of thought or faulty in 
technic. 

Plays and Suggestions for the Half-Backs 

(1) Keep your eye on the ball. Never lose 
sight of it for a single instant of play. 

(2) Your first duty is to feed the ball to your 
forward line, playing so close to them that they 
need never lose time or distance in coming back 
for a ball. 

(3) Be able to use all strokes effectively. Your 
position demands it. 


POSITIONS 


35 


(4) Handle your stick and your body easily; 
never be caught in such an awkward position that 
you are unable to play the ball. Adjust your 
body weight so that it aids, not hinders, your 
stroke. 

(5) Know something about angles. The ball 
always has to go in the direction the flat surface 
of the stick is facing when the ball is hit. Get 
in the line of direction of that hit and you will be 
gratified with the ease with which you can play 
the ball. 

(6) Back up your forwards on the bully-off, 
whether at the beginning of play or on the 25- 
yard line. Be ready for the ball whether it comes 
off the opponent’s or your team mate’s stick. 
Stand a little to the left of the bully. You will 
then have the subsequent play on your right, 
where it is more easily controlled. The oppos¬ 
ing half-backs will be expecting a right-to-left 
drive—fool them and play a left-to-right scoop 
stroke to your right-inside or wing. See Dia¬ 
gram 8, page 60. 

(7) Mark or cover the opponents for whom you 
are responsible. See Diagram 4, page 56, for 
marking players. ( a ) Centre-half marks the op¬ 
posing centre-forward. In well-organized defense, 
she should give her whole attention to the centre- 
forward as the full-backs will be marking the in- 



36 


FIELD HOCKEY 


side-forwards. At times, centre-half is responsible 
for any one of the opposing inside-forwards. 

(b) Left-half marks the opposing right wing. 
(Like the left wing, she should perfect her left- 
to-right strokes and be able to play them quickly 
and easily.) She has one of the most difficult 
positions on the team, since the strength of the 
opposing team is often concentrated on the right, 
and the left-half is in an awkward position for 
tackling. In tackling, the left-half will often 
share the responsibility of the right-inside with 
her centre-half. 

As a rule, play near the 5-yard alley-line. 
When the wing player has the ball, however, do 
not hesitate to play right out to the touch-line. 
In this way? the wing will be obliged to pass on 
your right and it will be that much easier for you 
to tackle her successfully. Remember that it is 
possible for the right wing to pass in only one 
direction. 

(c) Right half-back marks the opposing left 
wing. Her position, in ordinary circumstances, 
should enable her to take a telling part in success¬ 
ful attack. Usually the opposing left-inside and 
left wing are weak in attack, due to the difficulty 
of their positions. In contrast, her work should 
be brilliant. 

Keep as much of the play on your right as 


POSITIONS 


37 


possible. In tackling, share the responsibility of 
the opposing inside-right with your centre-half. 
On defense near the circle, let your full-back be 
responsible for the inside-forward—give your at¬ 
tention to preventing the left wing from scoring. 
Force her to pass. 

Be adept in the use of left-to-right strokes 
for “feeding” your own right inner and right 
wing. 

(8) Centre-half, when your left-half is forced 
out into the alley to attack (as described in No. 
7 b above), shift your position slightly to the left 
in readiness to receive a pass or to assist in the 
attack. 

( 9 ) Generally speaking, the line-up of □ team 
half-backs in Diagram 2, page 54, is to be pre¬ 
ferred to O team line-up. The □ half-backs have 
more of the play to their right, and, consequently, 
should attack more successfully. Experienced 
players should be able to cope successfully with 
play on their left. 

(10) Half-backs must be able to play rolling 
balls with great precision, to change the direction 
of a swiftly moving ball and play it accurately to 
an unmarked forward. 

When passing to your forwards, note which one 
is in the most advantageous position to receive 
the ball and get away with it. 


38 


FIELD HOCKEY 


(n) Passes to your forwards must be clean, 
well hit, and definitely placed. Pass slightly 
ahead of your forward, so she may receive the 
pass while running forward. 

(12) Know in your own mind the probable 
direction the ball will take when coming from an 
opponent’s stick. You can then be in a position 
to intercept and play it to your advantage. 

(13) Once having tackled and missed the ball, 
turn and run so that you are again ahead of 
your opponent. . There is nothing to be gained 
by ineffectively following an opponent. See Dia¬ 
gram 6, page 58. Tackle, then be ready to 
tackle again. Never stop playing for an instant. 
Proficiency in the use of the left-hand lunge will 
strengthen your play. See Chapter I, Indi¬ 
vidual Technic, for description of left-hand lunge. 

(14) Play close behind your forwards. Too 
many goals are lost because the half-backs do not 
play near enough to the forward line to recover 
the ball quickly during attack. Trust your full¬ 
backs to help. 

(15) On attack near the striking-circle, be 
ready to intercept balls sent out by the defense, 
to play them back to the forwards; to relay passes 
from the full-backs to the forwards; or to step 
into the circle and shoot a goal. 

The scoring of goals is the primary duty of the 


POSITIONS 


39 


forwards, but when a half-back has an oppor¬ 
tunity to score, she should shoot hard and quick. 

(16) Half-backs should play the free hit or 
roll-in to the fullest advantage. If your forwards 
are too closely marked to receive your pass, play 
to a half-back or even to a full-back if the situa¬ 
tion warrants it. See Diagrams 7, 25, pages 59, 77. 

(17) When attacking on a corner or penalty 
corner, stand back of the striking-circle, not on 
the edge of it with your forwards. See Fig. 5. 
By standing back in this way you are in a better 
position to intercept the ball if the defense should 
send it out. Sometimes a forward will stop a ball 
for a half-back to hit—be ready for such a play. 

(18) When defending on a corner, keep your 
eye on the ball and rush out into the circle as soon 
as the ball is hit—you are then ready to defend, 
or, better still, to take up the attack. Unless the 
backs use combination in marking, they are likely 
to get in the way of the goal-keeper. 

(19) Remember that you are the connecting 
link between the fulls and the forwards. Keep 
out of the full-back's way when defending near 
the goal. Outside half-backs remember that your 
primary duty in defense is the opposing wing 
players—centre half-back, that you are responsi¬ 
ble for the opposing centre-forward and centre 
half-back. 


4 o 


FIELD HOCKEY 


(20) It seldom happens that the left or right 
half-backs score. Why not take advantage of 
this fact and surprise your opponents by a goal ? 
Used unexpectedly, this “variety in attack” 
could be telling. 

(21) A ball hit hard by an attacker and rolling 
far ahead of their forward line may often be 
played by a full-back who is in a better position 
for interception than you are. Be careful not to 
run into her and spoil her shot. Be ready to re¬ 
ceive the pass from her and then to play it on to 
your forwards. 

(22) Give your forwards reason to trust you, 
so that they will play ahead when you are tackling 
or when you are about to pass to them. Be care¬ 
ful not to interfere with your own fulls or half¬ 
backs. Step aside if your team mate is in a bet¬ 
ter position for hitting when two of you are near 
the ball. 

The Full-Backs 

The day of the heavy-weight full-back is gone. 
A full-back, to-day, needs more than an ability 
to hit long, hard shots. She must be able to 
run as fast and preferably faster than any player 
on the forward line. With the full-backs playing 
up near the opponents’ 25-yard line, speed is all- 
important. If a forward gets through with the 


POSITIONS 


4i 


ball, the full-back must be able to race her, tackle, 
recover the ball, and play it back to her own 
team. The full-back must possess a knowledge 
of and an ability to play other strokes besides 
the usual right-to-left hit or drive. 

By playing an aggressive game the full-backs 
lessen the work of the half-backs, who, having 
less territory to cover, can give their forwards 
better support. As a result, the attacking force 
of the entire team is greatly increased. 

On defense, the full-backs and half-backs work 
together, each back being responsible for a defi¬ 
nite forward. When each forward is definitely 
marked, the defense is organized, more efficient 
and formidable. The fulls and the halves often 
interchange positions for better attack or defense. 
This should only be done, however, when there is 
a definite understanding between the players in¬ 
volved. Beginners will do well to play their 
own positions consistently. 

The full-back must be a cool, steady player, sure 
of every ball that she plays. She must think 
clearly, for a fault on her part gives the attack¬ 
ers great advantage. Heavy hitting avails little 
unless the hitting is well directed. 


42 


FIELD HOCKEY 


Plays and Suggestions for the Full-Backs 

(1) Do not depend on a powerful drive as your 
only defense. Use the push-pass, the scoop 
stroke, the reverse, or the left-hand lunge as 
readily and efficiently as the right-to-left drive. 

(2) You should be able to drive a ball as far 
as 50 to 75 yards. You should also control your 
hits so that if a pass of only 10 yards is required 
you can pass the ball that distance accurately. 

(3) Think before you hit. Never pass the ball 
wildly. If you pass too far ahead of your for¬ 
ward line, the ball goes to the opposing team. 
See Diagram 15, page 67. Pass directly to an 
unmarked forward and take real part in the at¬ 
tack. 

(4) Follow up every play ! As soon as you have 
successfully played the ball, get into position to 
play it again. Watch the ball every instant. 
Get in line so that you can handle it to the best 
advantage. Never be caught in an awkward posi¬ 
tion that causes you to miss or fumble the ball. 
Given time, a full-back should place herself in the 
best position for a well-aimed stroke. 

(5) Play an aggressive game. Play nearly to 
the 25-yard line when your team is attacking 
around the goal. You are then in position to 
save balls which the opponents may “clear” and 


POSITIONS 


43 


send them back to your own team. See Diagram 
19, page 71. On the other hand, know when to 
return to defensive play. 

(6) If your speed is inferior to that of the op¬ 
posing forward, do not attempt to play quite so 
far into the opponent’s territory. If you do, a 
speedy forward, once in possession of the ball 
may take it all the way down the field for a goal. 

(7) Keep your eye on the ball. Know where 
the ball is during every minute of play—never 
lose sight of it. 

(8) Be ready to stop a ball with your hands 
or your feet. Then play it immediately. Many 
players are far too slow in playing the ball after 
having stopped it. 

(9) A full-back occasionally dribbles around an 
opponent or across the field in order to get into a 
more advantageous position for playing the ball. 
See Diagram 15, page 67. 

(10) Know your rules thoroughly to gain the 
fullest advantage from free hits or roll-ins. 

(11) Be ready to take free hits. By so doing 
you save your half-backs and allow both the for¬ 
wards and halves to gain more distance toward 
the goal. When taking the free hit, look for the 
best opening. If the forwards are covered, pass 
to a half-back who may be in a better position 
for playing the ball. 


44 


FIELD HOCKEY 


On a free hit make a clean drive. If you fan, 
i. e.y hit at the ball without touching it, you may 
take another stroke to hit the ball. Steady your¬ 
self for the second attempt, keep your eye on the 
ball, and avoid making “sticks.” 

If the ball is touched ever so slightly, whether 
it goes two inches, two yards, or just turns over, 
you may not again hit it until it has been played 
by some other player. 

(12) When your team is attacking on a corner 
or penalty corner—play near the opponent’s 25- 
yard line. You can then recover loose balls sent 
out by the defense and return them to your own 
team mates for successful attack—or you may 
intercept passes to the opposing forwards. See 
Diagram 19, page 71, for comparison between 
this excellent formation for attack and the old 
method, when the full-backs took no part in the 
attack. 

(13) When your team is defending on a corner 
or penalty corner, there should never be more 
than three players between the posts. As soon 
as the hit is taken, run out into the circle ready to 
intercept the ball and “clear” to the sides of the 
field. Never send the ball straight in front of or 
across your goal. All play must be done rapidly 
with the stick. This is not the time for using the 
foot or hand stops. 



FIG. 5. LINE-UP FOR A CORNER 







POSITIONS 


45 


(14) When defending within the circle, never 
get in the goal-keeper’s way. She must be able to 
see the ball, if she is to play it. Be sure that your 
sticks and feet are never in the way of her hits. 

(15) When defending , it is considered good 
playing and also “sporting” to let a ball go over 
the end-line when an attacker has foolishly sent 
it too far ahead. A 25-yard bully is preferable 
to a score. See Diagram 9, page 61. 

(16) Never play the ball out of bounds when 
you could play it directly to your own team. 

(17) On defense , tackle your opponents. Never 
retreat before the oncoming forward-line. You 
may not always get the ball when you tackle, but 
you are almost certain to make your opponent 
pass. Your team mates, being ready for this 
forced pass, will often intercept it. Once you 
have tackled and forced a pass, immediately get 
into a logical position to play again. Never stop 
because you have played the ball once. Be on 
the qui vive from start to finish. A game is never 
lost until it is won. 

(18) When one of your team mates tackles an 
opponent be ready for the pass. Once having 
tackled and missed the ball, run ahead of your 
opponent and tackle again. 

(19) On the defensive , keep approximately to 
the 12 yards allotted to you, let the outside half- 


4 6 


FIELD HOCKEY 


backs mark the wings. Left full-back marks the 
opposing right-inside and should keep as much of 
the play as possible on her right. 

Right full-back marks the opposing left-inside. 
Unless the opposing left-inside and wing have su¬ 
perior stick work and are well coached, you will 
find this the weakest part of your opponent’s 
attack. Play through it to your advantage. 

(20) Avoid always playing the right-to-left 
stroke; use the push-pass and the scoop stroke so 
that passes to your right wing and right-inside 
will be effective. The backs will do well to master 
the right-to-left drive as used by the left wing 
for a “centre.” 

Remember that it is easier for players on the 
right side of the field to control the ball. Real¬ 
ize that play to the left of your opponents is more 
difficult for them to intercept and you will soon 
begin to appreciate the strength of your right- 
field attack. 

(21) Out-guess and out-think your opponents. 
Learn to play easily and with force. A controlled 
hit or a well-chosen pass is preferable to a spec¬ 
tacular drive. The latter may bring applause 
from the spectators but more often a sigh from 
your own team. 

(22) Think! If your defense is weak, find out 
why and where—then strengthen it. 


POSITIONS 


47 


(23) Be ready to cover any holes left by the 
goal-keeper—see suggestions for the goal-keeper. 
No. 17, and Diagram 23, page 75. 

(24) Combination in “back” play is just as 
essential as combination in forward play. An 
understanding with the halves and your other 
full-back will make telling attack. On defense, 
if one full-back plays up, the other should play 
back in readiness to intercept a long forward-pass. 

The Goal-Keeper 

The goal-keeper deserves the respect and ad¬ 
miration of every player on the field. It takes 
real bravery to stand up against swift, well- 
directed shots at goal; it takes stamina to meet 
the on-rushing attack and prevent an almost cer¬ 
tain goal. The goal-keeper is the final, the last 
defense. On her coolness, her readiness of thought 
and action, her ability to “clear” the goal effec¬ 
tively, depends the outcome of each attack within 
the circle. 

The goal-keeper must be a person of iron nerve 
and cool determination, quick in thought and 
quicker in action. She must have an accurate 
eye and be unfailing with hands, feet, and stick. 
A goal-keeper with all these qualities may be a 
very real factor in her team’s attack, although 
her direct responsibility is that of successful de- 


4 3 


FIELD HOCKEY 


fense. Confidence in the goal-keeper’s sure de¬ 
fense gives a team the psychological impetus for 
daring attack. 

Plays and Suggestions for the Goal-Keeper 

The goal-keeper, during her moments of inac¬ 
tivity, should follow every play of the game. 
By familiarizing herself with the style of the op¬ 
posing forward’s play, she will be that much bet¬ 
ter prepared to cope with their attack around the 
goal. By watching the game constantly, never 
losing sight of the ball for an instant, the goal¬ 
keeper will be ready to run up and play loose balls 
which have been sent too far ahead by the oppos¬ 
ing backs or forwards. In this way, she will be 
able to send the ball back to her own team mates 
before the opposing forwards are able to overtake 
the ball. 

Of course, the goal-keeper will never go too far 
away from goal when the play is close or when by 
so doing she would weaken the goal defense. 
Good judgment is indispensable. 

(1) Play about 3 feet in front of the goal-line. 
Stand somewhat nearer the left of the goal, as it 
is easier to play balls coming on the right. 

(2) Wear all the protection you need, so that fear 
of the ball will not handicap your defense. Wear 
shin and knee guards, heavy shoes, and gloves. 


POSITIONS 


49 


(3) Keep your eye on the ball! 

(4) A ball rolling on the ground should be 
played with feet or stick. You haven’t time to 
stop a rolling ball with your hand during close 
attack. Stopping the ball with two feet together 
is safest for a hard, low shot. Then hit or kick 
the ball away. 

(5) Kicking the ball is a legitimate, good, sav¬ 
ing method. A well-directed kick often prevents 
a score. A goal-keeper anywhere within her 
striking-circle may use her feet to kick. 

(6) If you stop a ball with your hand, drop it 
perpendicularly, then play it out quickly with 
your stick or foot. 

(7) Always clear to the sides of the field. A 
weak hit in front of your goal invariably gives 
the ball to your opponents. 

(8) Remember that your goal-posts are 12 feet 
apart and 7 feet high—that any ball (shot by the 
attackers within the circle) going between the 
posts and under the cross-bar is fair. Be ready to 
stop balls in the air with your hand. The ball 
must be dropped perpendicularly, you may not 
throw it. 

(9) Be ready to use either hand for stopping 
balls in the air. The other hand, meanwhile, 
will keep control of the stick. 

(10) Be quick to use hands, feet, or stick. 


So 


FIELD HOCKEY 


Don’t kneel or lie down on the goal-line, prevent¬ 
ing the opponents getting a clear hit at the ball 
—this is using your body as an obstruction and 
a good umpire would call it. See U. S. F. H. A. 
rule “player shall not interpose herself in any way 
as an obstruction.” 

(u) Face the direction from which the ball is 
coming—know what you are going to do with the 
ball. Poor hitting is costly and inexcusable. 

(12) Watch the forward’s stick and thereby 
know from which direction the ball is coming. 
Some goal-keepers seem to have an uncanny 
knowledge of the forward’s intentions by always 
being ready for the attack regardless of its direc¬ 
tion or strength. Out-think and out-guess your 
opponents. 

(13) Be ready for a change in the forward’s 
tactics. Don’t think that because the right wing 
has centred the ball three times in succession 
that she is sure to do it a fourth time. This 
might be the very time that she will choose to 
shoot for goal. Anticipate her play. 

(14) Decide before the ball is hit from which 
direction it is coming. Immediately get into 
position to play it; after the ball is hit it is too 
late. Play, in general, nearer the left side of 
your goal. If the attack is coming from the right, 
move to that side, but beware of getting so far 


POSITIONS 


5i 


to the right of the goal, that a pass from the left 
wing to her right-inside may be angled through 
your goal near the left-hand post. See Diagram 
10, page 62. 

(15) Keep cool—don’t get excited or confused. 
Think your way quickly out of an emergency, 
and play the game to the last minute. Never 
stop defending your goal until the umpire’s whistle 
has blown. 

(16) If the ball is going over your end-line, 
outside the goal-posts, let it go. A 25-yard bully 
is to be preferred to a possible goal or penalty 
corner. 

(17) Play the ball out of bounds rather than 
allow a goal. A penalty corner may give your 
team an opportunity to strengthen its defense. 

(18) Be dependable. Remember that confi¬ 
dence in the goal-keeper inspires the full-backs to 
play a more daring game, incidentally saving the 
energy of the half-backs which may in turn be 
used for better support of the forwards. In this 
way, the goal-keeper may take an appreciable 
part in the attack. 


.Ill 


TEAM PLAY 


In the following diagrams of team plays, ar¬ 
rows showing the movements of all players would 
be so confusing as to obliterate the particular 
play intended to be shown. For clarity, there¬ 
fore, a few of the players have been omitted, but 
it is understood that in actual play the entire 22 
players are present, and that all players will be 
constantly adjusting their positions as the attack 
and defense varies. 

The symbols for players in the diagrams are as 
follows: 


o 

o 

© 

o 


Forwards □ 

Half-backs ffl 
Full-backs [~|-[ 

Goal-keeper n 


The progress of player and ball is indicated as 
follows: 

-= movement of ball 

-= movement of player 

-= a dribble 

~— — = a roll-in 

52 





1.—Line-up for the start of the game, bully-off by opposing centre-forwards. 
These two players stand with one foot on either side of the centre line; all other 
players are nearer their own goal than the ball. In relation to the goal they are de¬ 
fending, and according to the side of the field upon which they play, the forwards 
are named left wing, left-inside, centre, right-inside, right wing; the half-backs: left- 
half, centre-half, right-half; the full-backs: left full-back and right full-back. 


53 










1 




2.—The QJ half-backs, having more of the play on their right, are in better posi¬ 
tion for subsequent play than are the CD half-backs. The ^ full-backs, standing 
in the striking-circle, are of no assistance to their team on the centre-bully. Note 
the m full-backs who are in position to take an active part in the attack. The 
line-up of □ team is better throughout than that of the Q team. 


54 












3 .—For beginners, it is well to coach that the play should diverge from own goal, 
be kept to the outer sides of the field from own 25-yards line to opponents’ 25-yards 
line, and then converge toward the opponents’ goal. 


55 

















shows how Jg left full-back might have prevented the goal. 

56 












left full-back checks O right-inside’s dribble at X, passes the ball to Q left 
wing, who is well down the field before (D right half-back can overtake her. Notice 
that the ball is passed slightly ahead of □ left wing, who receives it on the run- 
See next diagram for completion of this play. 


57 












6.— £] left wing gains about 35 yards on her dribble, then centres the ball before 
^ right half-back tackles. D centre-forward receives the pass, dribbles until 
tackled by (]) centre-half, then passes to O right wing, who scores on a well-aimed 
drive. The Q goal-keeper is playing too far to the right of her goal. Next diagram 
shov/s all players in position for such an attack near the striking-circle. 


58 













7 .—£g left full-back takes the “free hit,” passes to 0 left half-back, who relays 
the pass to Q centre-forward. As in the preceding diagram, Q right wing scores 
on the pass from Q centre-forward. The Q forwards are on their 25-yards line, 
ready to receive the ball if O defense should clear; the Q forwards are in open 
formation, not too close to the goal mouth, ready to intercept any passes from O 
backs to O forwards. The Q defense should have prevented this goal. 


59 











8.—The “25-yards-line bully” is taken between the opposing inside forwards on 
the 25-yards line, opposite the place where the ball went over the end line. centre 
half-back intercepts the ball from O left-inside’s play and passes to Q right wing. 
For clarity, Q right wing and Q left wing are shown after having crossed the 25- 
yards line. During the bully they were each on their own side of the line. Dia¬ 
gram 9 shows the play preceding this 25-yards bully. 


60 

















9.—Q left-inside plays the ball foolishly, driving it out of bounds instead of pass¬ 
ing across to one of her team-mates. £5 right full-back is right in letting the ball 
go over the end line. The resulting play is a 25-yards-line bully, which is better for 
□ team than the goal which might have resulted had EJ right full-back ineffectively 
stopped the ball. See next diagram. 


6l 











L 




10 — ffl right full-back tries to stop the ball as Q left-inside drives. It rebounds 
from her stick and is played immediately by Q left wing with a pass to O centre- 
forward, who receives the ball, neatly angles it past the left of 0 goal-keeper, and 
scores. The goal-keeper might have prevented the goal by kicking the ball had 
she been nearer the left of her goal. See preceding diagram for wiser play by 0 
right full-back. 


62 











11 .—Play commences at X. In this situation Q 3 r '&ht: full-back has plenty of 
time to intercept left-inside’s poor play. 0 right full-back passes the ball accu¬ 
rately to 0 left full-back, who dribbles the ball into an advantageous position for 
passing to Q centre-forward. Such a pass across the goal by the £Q full-backs is 
only justified when the player receiving it is unmarked, or the opposing team is a 
distance away. 














12 .—Here when O left wing passes to O right-inside, a goal is almost certain, as 
0 goal-keeper has allowed herself to be drawn too far to the right of her goal. Had 
she played near the left of her goal, her stick would have prevented a goal by Q 
left wing, or a kick might have spoiled 0 right-inside’s shot. Diagram 23 shows 
how m left full-back should have prevented the goal. 


64 












dribbles until forced by left full-back to pass. Note that she passes the ball 
backward toward the edge of the circle. D left-inside receives the pass at top speed 
and dribbles in for a goal. Q right wing was in a poor position for shooting, and 
should have passed the ball back even though © left full-back had not tackled. 

6S 














1 


z 

l © J 

/ NL t J( \ 

' 1 I 1 © 

\ 

<4 

/ 

k 

1 

t 

i © t i 

1 ! 1 

: 

• 

i 

i 

k 

a 

o 

, s 1 i / 

m □ i tf/ 

m <d o / 

© x m y® 

9s, ° / o 

A 

o 


\ .** 




t -r 


14 .—Play begins at X. o right-inside passes ball too far ahead and m left full¬ 
back intercepts it. She dribbles across the field until she sees an opening to pass 
to her 03 right half-back, who relays the ball to Q right wing. Note the V forma¬ 
tion of Q forward line near midfield—Q centre-forward is ready to dash ahead and 
take the pass from Q right wing at top speed. 


66 















15 .—Play begins at X. £0 left full-back passes the ball through her forward line, 
“ giving” the ball to the opponents. © right full-back dribbles into an advantageous 
position to pass to © left half-back, wno receives the ball on the run and dribbles 
into the striking-circle. She draws Q] centre-half, then passes to Q centre-forward, 
who dribbles forward drawing Q goal-keeper out, then passes to o right-inside, 
who scores. 


67 












16 .—Play begins at X. ffl left full-back sends an accurate pass to D left-inside, 
who dribbles until forced by 0 right half-back to pass. Q left wing receives the 
pass at top speed, dribbles to the 25-yards line and centres. Q right-inside is ready 
for the pass but is so anxious to score that she sends the ball outside the posts. 
Result—25-yards bully. “Time used in taking aim is time saved.” 


68 















17 .—A corner. All defenders (□ team) stand, sticks and feet, behind the goal¬ 
line; the attacking Q forwards line up around the striking-circle except the right wing 
player, who takes thehitatX, the half-backs stand slightly behind the forward line, 
outside half-backs near the 5-yards line ready to intercept Q team’s “clearing” 
shots. The © full-back’s play up near the 25-yards line ready to take an active 
part in the attack. 


69 













I 



© 



oranTBETmciEicim o 


18 .—This diagram shows how the defenders rush out into position after a corner 
hit. Note the Q players’ positions behind the line; they have so placed them¬ 
selves that they can rush out into the field without getting in each other’s way. 
With beginners , it is well to insist that the forwards rush out to the 25-yards line at 
once, trusting their half-backs and full-backs to send them the ball. 


70 












takes the corner hit, Q centre-forward receives the ball but loses it to ED centre half¬ 
back, who attempts to “clear” toward the side of the field. 0 left full-back, play¬ 
ing an aggressive game, is there to intercept the ball and send it back to her own 
team. Notice how impossible it would be for ® full-backs to help in this attack 
were they playing back in the circle as full-backs used to play. See and 


71 











1 



20 .—Play begins at X. Q] left half-back passes to Q left wing, who dribbles un¬ 
til tackled by CD right half-back. She pushes the ball to the half-back’s left and 
runs past on the half-back’s right. (A mistake in the cut shows this play just re¬ 
versed.) a left wing recovers the ball at A and dribbles until forced by 0 right 
full-back to pass. Q centre-forward receives the pass, dribbles through, and scores 
with a well-aimed drive. 


72 















21.—A play from centre-bully. CD centre half-back intercepts the ball from the 
bully. She dribbles, then passes to □ right-inside, who dribbles and then sends a 
long pass diagonally across the field to Q left wing. Depending on the speed and 
judgment of left wing, the result may be a goal for Q team or the ball may be 
lost to O team. Note that all □ forwards are ready at all times to receives passes. 


73 
















1 



22 .—Play begins at X. Illustrating how a back judges the angle of a shot. 
left full-back judges where she can most advantageously cross the path of the ball 
which Q right half-back has passed too far ahead of Q centre-forward. 03 left 
full-back meets the ball at A and is in position to send an accurate, well-timed pass 
to 0 right wing. Q right wing probably scores. 


74 











23.-0 left wing dribbles into the circle, 0 goal-keeper allows herself to be drawn 
too far out and to the right of her goal, then O left wing passes back to O right- 
inside before 0 goal-keeper can tackle. Q right-inside might have scored had 0 
left full-back not have covered the space left open by the goal-keeper. She inter¬ 
cepts O right-inside’s dribble at X, passes the ball to (D left half-back, who relays 
it to D left-inside. 


75 













24.—Play from roll-in. The usual play, but not necessarily the best. HJ right 
half-back rolls the ball up the alley. Q right wing receives it and dribbles in for 
what should have been a goal. In her excitement and over-eagerness she shoots 
outside the goal-posts. Result— 25 -yards-line bully. 


76 












25—Roll-in near the opponents’ goal. In this case, the unexpectedness of the 
play might account for its quick success. Nearly all the players are expecting Q 
right wing to roll the ball to her half-back or right-inside. She sends the ball back 
to her m right full-back, who receives it on the run and dribbles right through for 
a goal. 


% 


77 











-1 



26.—Play from a roll-in. QJ left half-back rolls the ball back to left full-back, 
who runs up and receives it at X. She then dribbles until she sees an opportunity 
to pass to CD right half-back, who has run forward to receive. The well-directed 
pass to D centre-forward should be rewarded by a goal. 


78 











IV 


INDOOR PRACTICE 

It is possible and highly effective to use the 
actual ball and sticks in the gymnasium for prac¬ 
tice of the game fundamentals. Indoor practice 
should be so closely correlated with outdoor team 
play that co-ordinations learned as drill will be 
quickly carried over into the game situation. Al¬ 
though some few girls hold a stick naturally for 
effective hitting, the majority need definite help 
and instruction. The movements of the prelimi¬ 
nary stick drill, for instance, must be acquired by 
every player. 

Exercises of this type may be used for large or 
small groups in the gymnasium or on the field. 
Their chief value lies in preparation for the game, 
and their practice should be limited to a short 
period in the early part of the season. 

Every player has a hockey-stick; at specified 
times, a ball is also used. 

I. Preliminary Stick Drill 

How to Hold the Stick. —(i) For hitting: Grasp 
the stick firmly, both hands close together at top 
of handle—left hand above, palm against flat 

79 



8 o 


FIELD HOCKEY 


side of stick; right hand below, palm against 
rounded side of stick. Body nearly erect; stick 
in an upright position, head of the stick on the 
floor. See Fig. i. 

(2) For running on the field: Without changing 
the position of the hands in relation of palm to 
stick surface, retain left-hand grip, slide right 
hand along handle (by loosening but not changing 
the grip) to within a few inches above the curved 
part of the stick—that is—an easy arm’s length 
position so that the stick is carried in both hands 
parallel to the ground. See Fig. 3. 

For practice, after all have learned the correct 
grip and can slide the hand freely and accurately 
along the stick handle, commands are given 
rapidly and several times in succession: (1) Sticks 
down ! (2) Sticks up !—down—up. 

For progression. Teach “stepping into” a drive. 

Players stand with feet apart, left shoulder and 
left foot forward, i. e., in direction of the hit. 
From position “sticks up”—command Hit! is 
given. 

In one continuous motion, as the right hand 
slides back to position, the stick is swung back¬ 
ward and downward; the weight transfers from the 
right to the left foot as the ball is hit. The head 
of the stick describes an arc, the ball meeting the 
stick in the lower half of the hitting arc. 


INDOOR PRACTICE 


81 


Too many girls, in play, bring the stick forward 
then backward for the stroke. Time is lost and 
the ball is invariably missed. 

The arrows show the hitting arc as the stick 
approaches the ball. 



For a clean hit, the ball should be struck on 
the blade of the stick about midway between the 
tip and the curved portion. An upright position 
while hitting is essential. 


II. Practice in Hitting While Running 

From position “sticks up,” run forward a few 
steps, hit a ball which is supposedly passing on 
the right. After the hit, resume “sticks up” 
position; repeat the run and hit. 

The command may be given: Hit! Run, run, 
run, or Hit! Run, 2, 3- 

Repeat as often as is necessary to get the feel¬ 
ing of “stepping into” the play; the backward, 
downward circle of the stick; the flick of the wrist 
as the stick meets the ball. 

For Progression. Vary the direction of the hit 
and state it as part of the command. Use cross- 



82 


FIELD HOCKEY 


field passes, the scoop stroke, and push-pass, a 
long drive straight ahead, or the reverse stroke. 
See Chapter I, Individual Technic. 

III. Turning the Stick Over 

After getting the hit with a free easy stroke, 
players should practise “turning the stick over” 
to avoid making “sticks.” See page io. 

IV. Left-Hand Lunge 
(see page 14) 

Two players, as forward and back, can practise 
indoors or outdoors as follows: The forward, in 
advance, dribbles the ball, attempting to evade 
the back; the back, meanwhile, tries to overtake 
her and check her dribble, using the left-hand 
lunge. 

To teach the left-hand lunge to a large group: 
Players stand facing forward, “sticks up.” Com¬ 
mand is given: Lunge and hit! 

Players lunge out on the left foot, releasing the 
right hand, which should help give impetus to 
the stick as it swings downward at the ball. The 
stick is held in the left hand, left arm fully ex¬ 
tended at the moment of hitting. The right arm 
is flung backward, aiding extension. See Fig. 6. 



FIG. 6. THE LEFT-HAND LUNGE 

Showing the half-back, who has overtaken the forward, checking her play by means of 

the left-hand lunge. 



FIG. 7 . FOLLOW-THROUGH OF THE LEFT-HAND LUNGE 

Showing the half-back, who has pivoted on her left foot and replaced her right hand 
on the stick, as she steps forward with her right foot ready to play the ball back to 
one of her team mates. 

























INDOOR PRACTICE 


83 


V. The Reverse Stroke 

Most players, for the reverse, shift the stick in 
the hands, as do some players for the back-hand 
stroke in tennis. The position of the hands, left 
above right, remains the same. The “toe” of 
the stick is pointing toward the player as the hit 
is made with a quick snap of the wrists and fore¬ 
arm at the moment of impact. The player must 
have her eye on the ball and be ready to hit the 
ball when it is nearly opposite (i. e ., in front of) 
her right foot. 

Before using the ball, practise swinging the 
stick to get a feeling of the shift and reverse. 

VI. The “Bully-Off” 

Every player on the team should know how to 
“bully.” Players line up in pairs, facing each 
other, straddling a line, i. e., one foot on either 
side of it. The right hand is separated from the 
left even more for the “bully” than for drib¬ 
bling. In bullying, left shoulder is toward op¬ 
ponent’s goal. The slogan, “Left shoulder to¬ 
ward goal you are attacking” is a good one for 
beginners in general play. 

In a legitimate “bully” the ground and then the 
opponent’s stick must be hit three times alter¬ 
nately, after which the ball is hit by one of the 


8 4 


FIELD HOCKEY 


players participating in the bully before it is 
touched by any other player. “Ground, sticks; 
ground, sticks; ground, sticks; hit!” 

The commands are given rhythmically, rather 
slowly the first few times. Finally the players 
should be able to bully very rapidly. 

For progression , the direction of the hit may be 
stated, as: 

Ground sticks ! 

Ground sticks ! 

Ground sticks ! hit! to right-inside. 

(Generally a left-to-right “scoop” or 
push-pass) 
or 

Ground sticks ! 

Ground sticks ! 

Ground sticks ! hit! to left-inside. 

(Generally a right-to-left scoop, push- 
pass, or backward flick.) 

Note: From the “bully” the ball may be hit 
in any direction except between the player’s own 
feet. 


VII. Forward-Line Passing 

A. For individual practice: Players in pairs. 
Player on the right represents the right wing; 
player on the left represents the left wing. 

Right wing passes the ball to left wing, who re- 


INDOOR PRACTICE 


85 


turns the ball, also using a right-to-left stroke. 
In making the right-to-left stroke, left wing must 
gauge her position so as to be in advance of the 
ball. She will play the ball with her left foot in 
advance and her body turned so that she is facing 
the direction from which the ball is coming. After 
passing with a quick forearm-and-wrist snap, she 
continues running forward to receive the next pass. 

These two players pass the ball to each other 
the length of the gymnasium. The player then 
having the ball rolls it back to the next two 
players. Or the same two players may reverse 
their positions and play back to the starting-point. 
The ball should be passed ahead of the player, 
not “at” her. 

B. For team practice: The above practice, A , 
may also be used as a relay race for team prac¬ 
tice. The class is divided into teams, the players 
of each team arranged in pairs. Emphasize con¬ 
trolled and accurate passing. Make use of all 
possible strokes. 

PRACTICE GAMES 

Beginners are likely to commit many fouls be¬ 
fore they have learned control of the ball. In 
scoring the following games, therefore, award 
fifteen (15) points to the team finishing first; 
ten (10) points to the team finishing second; 


86 


FIELD HOCKEY 


five (5) points to the team finishing third. De¬ 
duct one point for each foul made by a team from 
its placement score. Award places on the result. 

For example, team A finishes in first place, 
scoring 15 points. The team made a total of 6 
fouls—final score for team A being 9. Team B 
finishes in second place, scoring 10 points. With 
a total of 8 fouls, the final score for team B is 
2 points. Team C finishes in third place, scoring 
5 points. With only 1 foul against it, the final 
score for team C is 4 points. 

Final result: 

First place: Team A —9 points 
Second place: Team C —4 points 
Third place: Team B —2 points 

Fouls—score minus 1 against team committing 
them. 

1. To lose control of the ball while dribbling. 

2. To fail to pass from a designated place. 

3. To throw the ball instead of taking a legiti¬ 
mate roll-in. 

4. To stop or play the ball with the rounded 
side of the stick, and 

5. Any other fouls of field hockey. 

Note: Although the use of a ball, more nearly 
approximates the actual game situation, it may 
be wiser to use a puck in a gymnasium in which 
there are breakable windows. 


INDOOR PRACTICE 


87 


In the diagrams for the relay races: 

-= progress of player. 

-= pass. (By a pass is meant—sending 

the ball from one player to another by means 
of hitting it with the stick.) 

-= dribble. 

roll-in. 

In dribbling, the right hand is separated from 
the left on the stick, the body is inclined forward 
with the eye on the ball, the ball is somewhat 
to the right and in front of the player. The ball 
is kept constantly under control, being advanced 
by slight pats rather than by a continuous scoop¬ 
ing stroke. The player should be able to dribble 
while running at top speed. For beginning prac¬ 
tice, however, emphasize control—speed will 
come later. 

I. Dribbling Relay No. i 

Teams of Equal Number. —Each team has a 

ball. 

No. 1 of each team dribbles the ball from 
line A to line B , and back to line C (a line which 
may be placed at any distance from line A accord¬ 
ing to available space). At line C she passes the 
ball to player No. 2 on her team. Each player, 
in turn, dribbles from A across line B and back to 
C, from there passing the ball to the next player. 




88 


FIELD HOCKEY 


As it is a foul (scoring i point against the team) 
to allow the ball to get out of control while drib¬ 
bling or when crossing line B , this race develops 
accuracy as well as speed. It also includes prac¬ 
tice in passing from a dribble. The team whose 
last player first passes the ball across line A, wins 
the game. 


TEAM I TEAM 2 TEAM 3 

4. 4 4 


4 

l 4 

1 

4 

3 

2 

l 

i 

i 

L? 



- < - 




I * 

! i 

B -^- 

II. Dribbling Relay with a Roll-In 

A. Teams of Equal Numbers .—Player No. I 
stands at opposite end of gymnasium from the 
other members of her team, ready to receive the 
ball when player No. 2 passes it to her. The 
player receiving the ball at line C , stops it with 
her right hand, palm forward, hand cupped and 
close to the floor. This stop is valuable in many 
of the game situations and is more fully described 
in Chapter I, page 21. 

Player No. 2 dribbles from line A to line B. 
At line B she passes the ball to player No. I, who 






INDOOR PRACTICE 


89 

stops it with her hand (as described above) and 
rolls the ball (using a legitimate roll-in) back to 
line A. At line A player No. 3 receives the ball, 
dribbles it to line B and then passes to player 
No. 2, who has taken No. i’s place, No. 1 having 
taken her place at the end of the line ready for 
her turn to dribble and pass. When player No. 
1 has dribbled and passed the ball across line C 
her team is finished, and that team wins whose 
last player (player No. 1) first sends the ball across 
line C. 


TEAM I TEAM 2 TEAM 3 

555 



B. Progression (more nearly approximating the 
game situation ).—Every player should be able to 
control a rolling ball and play it without stopping 
its momentum. Player No. 2 dribbles to line B, 
then passes to No. 1, who stops the ball and rolls 
it back to No. 3. Player No. 3 receives the ball, 
anywhere between lines A and D, and, without 
stopping it, dribbles to line B and passes to No. 
2, who has taken No. i’s place. Player No. 1 is 






90 


FIELD HOCKEY 


now in line behind the last player of her team. 
The team whose last player (player No. i) first 
sends the ball across line C wins. 


TEAM I TEAM 2 TEAM 3 

4 4 . 4 



III. Dribbling Relay Using the Foot Stop 

and Drive 

A. A quick, sure way to stop the ball is with 
one foot. The player must keep her eye on the 
ball. Relay No. Ill is played in exactly the same 
manner as Relay No. II, except that the player 
receiving the ball at line C stops it with one foot. 
She then plays it back to the next player at line 
A by means of a hit instead'of rolling it. 


TEAM I TEAM 2 TEAM 3 

i * 4 



i 












INDOOR PRACTICE 


9i 


IV. Attack and Defense (for Competition) 

Players are divided into teams of eleven players 
each (5 forwards, 3 half-backs, 2 full-backs, and 
a goal-keeper). 

The forwards and half-backs of team No. 1 at¬ 
tack a goal which is defended by the full-backs and 
goal-keeper of team No. 2. If the size of the 
gymnasium permits, two teams may play, one at 
either end of the floor. If the gymnasium is too 
small for two striking-circles the teams take turns 
playing two 5-minute halves. 

The object of this game is to teach the forwards 
and half-backs concerted attack around the goal. 
During the practice, many definite plays for at¬ 
tacking and defending the goal may be worked 
out. See Chapter II, Suggestions for the Players. 

Score—1 point for each goal. 

Fouls—at the discretion of the coach and fol¬ 
lowing as nearly as possible the U. S. F. H. A. 
rules. 

Note: Not to be used for practice until players 
have learned to control the ball. 

V. Attack and Defense (for Practice) 

This practice is also suggested for use on the 
field just before match games. One team, O, at 
one end of the gymnasium, other team, □, at 



92 


FIELD HOCKEY 


opposite end. The forwards and half-backs of 
team o attack a goal defended by their own 
(team O) fulls and goal-keeper. 



Equipment necessary: 2 jump standards or 
other poles for each goal; striking-circle marked 
on the floor with chalk. 

Emphasize: Hard accurate shooting and follow¬ 
up; half-backs playing up to edge of circle, fulls 
and goal clearing to sides of field, wings and out- 








INDOOR PRACTICE 


93 


sides ready to intercept these passes, half-backs 
passing to a definite forward. 

VI. Practice for Shooting Goals 

Although a player, when shooting a goal, shoots 
between 2 posts—she should aim at a certain 
point between those posts if she hopes to evade 
the goal-keeper, and score. 

For practice in accurate shooting for a definite 
space or point, have players arranged in circles 
of tens. Draw a 15-foot (radius) circle on the 



7 


4 





94 


FIELD HOCKEY 


floor. Inside of it draw a io-foot circle. Place 
an Indian club, or similar object, in the centre of 
the circle. The 15-foot circle represents the strik¬ 
ing-circle. For a hit to score, the player must 
be inside the 15-foot circle and outside the 10- 
foot circle. The object of the io-foot circle is to 
keep the players from getting too near the pin. 

Each time the ball hits the Indian club one 
point is scored. The scoring may be individual, 
or each circle of ten may constitute a team and 
the teams may compete against each other for 
high score in a limited time—three or five minutes 
for each game. This game gives excellent prac¬ 
tice in “driving” at goal, and offers many oppor¬ 
tunities for a one-foot stop or stop with stick rein¬ 
forced by the foot. It will soon be found that 
only those players who are in line of the right-to- 
left hits will be active. To offset this disad¬ 
vantage, players should pass the ball three times 
before shooting at the club—the players in each 
circle keeping count of their passes, as: One, two, 
three, shoot! Players should be encouraged to 
use the push-pass, the “scoop,” the reverse, and 
other strokes. 

The game may be varied by having all players 
keep moving around the circle, as men use the 
circular formation around the basket for goal¬ 
shooting practice in basket-ball. 



INDOOR PRACTICE 


95 


For a small group of players (if one circle will 
accommodate the group) draw a circle with a 
15 -yard radius (the dimensions of the striking- 
circle on the field) and an inner circle with a 
10-yard radius. Such a circle could also be used 
out of doors. 


V 


OUTDOOR PRACTICE 

Outdoor practice should be a well-balanced 
blend of the practice of technic and team play. 
A detailed description of the first practice with a 
large group of beginners is outlined and is a neces¬ 
sary approach to the actual playing of a game, 
if the players have not seen a game of field hockey 
or have never played with a hockey stick and ball. 
If explanation and demonstration are given in 
concise form, and if practice follows logically and 
quickly, the players will enjoy this preliminary 
work. 

(i) Briefly explain the general formation of 
the teams, and give a general idea of the game, us¬ 
ing a board and checkers. See “Suggestions for 
the Coach,” page 103. Place the checkers on 
the board as for a bully-ofF at the beginning of 
the game. Explain which is the opponent’s goal, 
the goal a team attacks, and which is “own” 
goal, the goal a team defends. Call attention to 
the straight forward line, the approximate area 
covered by each player, and the playing distance 
between forwards and backs. Have the players 
understand now that opponents only are ahead 

96 


OUTDOOR PRACTICE 


97 

of the forward line; that forwards should never 
hit long drives ahead of their line, that they use 
diagonal passes across the field. 

Show how the backs should feed the ball to 
the forwards, and how the ball goes to an op¬ 
ponent if the backs drive through their own for¬ 
ward line. 

(2) Explain that all playing is done with the 
flat side of the stick, that the rounded side is 
never used. The players should go through the 
stick drill. See Chapter IV, Preliminary Stick 
Drill. 

(3) Next teach the drive—what part of the flat 
surface of the blade meets the ball for a clean 
hit (midway between “toe” and curved part, 
not at the curve). Insist that the body be kept 
as erect as* possible when making the drive. Ex¬ 
plain the foul called “sticks.” Teach how to 
avoid “sticks” on the follow-through. See Tech¬ 
nic of the Drive, Chapter I, page 10. 

(4) Demonstrate the bully-off. Have all play¬ 
ers practise it, as the forwards will need it for 
25-yard-line bullies and the backs or goal-keeper 
may have to participate in a penalty-bully. 

(5) Teach dribbling (see Individual Technic, 
Chapter I). Players in lines of fives at one end 
of the field. Each player in the first five has a 
ball, which is to be dribbled down the field and 



98 


FIELD HOCKEY 


back. Each succeeding line dribbles the length 
of the field, trying to control the ball and to keep 
a straight course. 

(6) For practice in combining the dribble with 
a pass, all players are at one end of the field in 
lines of fives, one ball to a line. Each line in 
turn, representing a forward line, advances the 
length of the field, alternately using a dribble 
and diagonal passes across the field. 

(7) Players in groups of eights, five forwards 
followed by three half-backs. 

Each eight plays down the field, forwards using 
short diagonal passes to each other. If a forward 
misses the ball, insist that she run on, trusting 
the half-backs to recover the ball. The half¬ 
backs should endeavor to send accurate passes to 
the forward players. 

(8) Teach the left-to-right scoop stroke and 
push-pass. See Individual Technic, Chapter I. 
Players should practise these strokes and be en¬ 
couraged to use them directly as a regular part of 
their game. 

(9) Divide the players into teams. Insist that 
the players run into their positions as soon as 
your whistle blows. Time is too precious for 
any of it to be lost by players strolling to their 
positions. If possible, colors should be worn, so 
that the members of each team can readily dis- 



FIG. 8. THE FOLLOW-THROUGH OF THE DRIVE 
Note that the flat side of the stick is facing the ground. 



FIG. 9. THE RIGHT-HAND “JOB” 

The left leg should be directly in back of the right in order to get the best results 

from this stroke. 







OUTDOOR PRACTICE 


99 


tinguish team mates from opponents. Distinc¬ 
tive marking of each team will facilitate the work 
of the coach at this first practice. 

It is well to have one team kneel down, while 
the forwards of the other team, followed by their 
half-backs, run toward the goal they are attacking; 
wings closing in after the 25-yard line is reached, 
forwards going into the circle, and half-backs to 
the edge of the circle. These players run back 
into position; then the forwards and half-backs of 
the other team run toward the goal they are at¬ 
tacking and back again into position. 

This formation accomplishes two purposes: (1) 
players know in which direction they are to ad¬ 
vance for attack and (2) a feeling of team unity 
is somewhat established. 

(10) Play the game ! The coach should men¬ 
tally note the predominating fouls and causes of 
poor playing for later explanation, as stopping 
the game for each foul would make the play too 
slow at this time. Emphasize (a) all players 
keeping in their own positions, (b) a straight 
forward line, keeping on a line with the forward 
who has the ball, (c) avoidance of “sticks,” (d) 
accurate passing to a definite player, teach pass¬ 
ing slightly ahead of the player, (e) forwards let¬ 
ting the “backs” send them the ball instead of 
going back for it. 


IOO 


FIELD HOCKEY 


If the hitting has been too hard and the play¬ 
ing too excitable, try to calm the players. Teach 
them the value of coolness and clear thinking. Do 
not excite them and interfere with their possible 
good playing by continually shouting at them. A 
word of caution or advice now and then is better. 

An effective way of keeping players in their 
positions: for the first few practices, coach all 
players to stand still when the whistle blows. 
Players out of position or in a bunch are plainly 
seen by the group and soon become conscious of 
their fault. Later, the players should play to the 
whistle, gaining the fullest advantage from the 
succeeding play. The coach must use her own 
discretion as to when and how to correct players. 
She should keep the game active; and not expect 
perfection the first day. 

Playing the game toward the close of the first 
practice hour is essential. Usually it proves more 
conclusively than any words the coach could use, 
the necessity for practice of technic and the need 
of team combination. 

In subsequent practices, it is often advisable 
to play the game first; then stop for practice of 
technic; finishing with a game and emphasizing 
those points which have just been practised. 
The following points might well be incorporated 
in these later practice hours. 


OUTDOOR PRACTICE ioi 

All fouls should be called after the first three or 
four practices. 

Coach quick and purposeful formations on the 
roll-in and free hit; quick line-up for 25-yard- 
line bully, and corners. The advantages to be 
gained seem important enough to have the play¬ 
ers practise these plays until they can be made 
with surety and accuracy. Teach players to see 
openings for the best play. Coach several differ¬ 
ent plays for each situation. See Diagrams, 
pages 59, 71, 77, 78. 

Coach quick, accurate, and forceful attack 
around goal. 

Coach the half-backs and full-backs to play an 
aggressive game. 

Just as surely as you coach the full-backs, on 
defense, to clear to the sides of the field, you 
should coach your wing players to stay out near 
the edge of the circle, in order to intercept the 
opposing full-backs “clearing” shots. 

Coach the goal-keeper in the variety of play 
that she is allowed. See Plays for the Goal- 
Keeper, pages 48-51. 

All players should try out in various positions. 
The coach will have a better opportunity to judge 
of their ability and each player will ultimately 
play her own position more intelligently for this 
experience. 


102 


FIELD HOCKEY 


The dribbling relays (see Indoor Practice) are 
useful in outdoor practice. 

Players should understand all phases of the 
out-of-bounds rule, so that the formation, result¬ 
ing from an out-of-bounds play, may be quickly 
assumed. 

Players should know the offside rule after the 
first few practices. See Forward Plays, Chapter 
II, for a clear description of offside. 

Be strict about calling fouls for running in on 
the left, turning, and using the body as an ob¬ 
struction. 

Give the reasons for a penalty-bully. Explain 
formation, have teams line up and practise several 
penalty-bullies. The defender should be coached 
in protecting her goal from this play. 

Just before a match game, concentrate on “ at¬ 
tack and defense” around one goal. See Indoor 
Practice, page 91. Avoid much running or get¬ 
ting tired before the game begins. 


VI 


SUGGESTIONS FOR THE COACH 

The question is often asked—“Given a large 
group of beginners, what shall the coach do first ?” 

The experienced coach will probably have a 
definite form which she has found to best serve 
her purpose in presenting the game. For the 
inexperienced coach we have given, in the chap¬ 
ter on “Outdoor Practice,” a detailed description 
of the first practice hour for a large group of begin¬ 
ners. We would suggest that the coach be fa¬ 
miliar with the contents of the preceding chapters, 
if she would have the fundamentals necessary to 
coaching the advanced team game. 

The following three methods have been found 
helpful in explaining the game; the first two are 
best for beginners. 

(1) A board, with checkers to represent the 
players. 

(2) An oblong piece of felt, and pins with col¬ 
ored heads. 

(3) The blackboard method. 

(1) A green desk-blotter 19 inches by 24 inches, 

or a heavy sheet of green cardboard marked with 

103 


104 


FIELD HOCKEY 


white lines to represent the field, with contrasting 
colored checkers for the two teams, forms a situa¬ 
tion that, in appearance, approximates the actual 
game conditions. The flat wooden disks are easy 
to move singly or in group formations, allowing 
easy demonstration of correct relative positions 
of players. 

Initials, designating the various players, may 
be put on the checkers. The use of checkers per¬ 
mits free moving of the players anywhere on the 
field, showing plays for the corner, penalty corner, 
roll-in, etc. Advantages of each person playing 
her own position as contrasted with the disad¬ 
vantages of bunching can be clearly seen. 

(2) An oblong piece of green felt marked with 
white lines to represent the field, with color-topped 
pins of any two contrasting colors for the players, 
will be found useful, as the outfit is simple to ob¬ 
tain. It is convenient to carry if one wishes to 
present any special features of the game or new 
team plays during outdoor practice. Many 
coaches have used this method successfully in 
presenting the game to beginners. 

An objection to this method is the time it takes 
to pick up five separate pins, move each one 
individually, and then stick each one in again, 
when wanting to show the entire forward line ad¬ 
vancing down the field. The checker method 


SUGGESTIONS FOR THE COACH 


io 5 


was worked out to eliminate the annoyance of 
picking up and replacing the pins. 

(3) The blackboard method is one which natu¬ 
rally suggests itself. 

Use of the blackboard is best for illustrating 
plays to advanced teams, as these players are so 
familiar with the general game situations that 
they readily follow the plays when sketched on 
the blackboard. It is easy to work out definite 
team plays showing the course of the ball, its 
interchange from player to player, and the conse¬ 
quent change in play when an opponent inter¬ 
feres. The diagrams in Chapter III, Team Play, 
may be utilized. The beginner will not be able 
to get as clear a mental image from the black¬ 
board drawings as she will from one of the other 
methods. 

The coach should own a copy of the latest rules 
and know the rules thoroughly, so thoroughly 
that she can explain obstruction, running in on 
the left, and offside. Note that a ball shot from 
without the circle is not a goal, even if touched by 
a defender before going between the posts. Some 
coaches are still allowing the goal-keeper to kneel 
or lie on the goal-line; it is poor play, in any case, 
and if it prevents the opponents playing the ball 
is definite obstruction and must not be allowed. 
See U. S. F. H. A. rules. 


io6 


FIELD HOCKEY 


Every player on the team should have a copy 
of the rules. A hockey-rules bee, conducted like 
the old-fashioned spelling-bee, has been found of 
great value as a rainy-day contest. Points of 
play, or science of technic which may have both¬ 
ered the players on the field, can be incorporated 
as part of the contest. The team having the most 
players in the game at the end of the hour, may 
be considered as truly victorious as though they 
had won an actual game. 

The coach might well spend some time on dis¬ 
cussions of team play and sportsmanship. Dis¬ 
cuss the position of captain, and in what ways 
she may be held responsible for the team’s suc¬ 
cess or failure in a match. 

The captain in field hockey is quite as important 
as the quarter-back in football. Although she 
does not call out signals, it is just as surely her 
work to direct the team. Impress upon the cap¬ 
tain that she is the only one who may direct the 
team during the actual playing-time. She should 
inspire confidence and maintain “esprit de corps.” 
A concerted plan of attack will often confuse 
opponents. The wise captain will foresee emer¬ 
gencies and will have planned for them. If she wins 
the toss, the captain chooses which goal her team 
will defend. She should know how to take advan¬ 
tage of natural conditions, such as sun and field. 


SUGGESTIONS FOR THE COACH 


107 


A good coach will anticipate the wrong things 
that beginners will have a tendency to do. By a 
slight emphasis on the correct way to make a 
stroke, or a direction as to where to play the ball, 
the coach may save herself and her players time 
and energy that would otherwise have to be spent 
in correction. 

(a) Notice how beginners always send the ball 
to the left side of the field and how often the 
left wing lets the ball out of bounds or loses the 
ball to an opponent; notice, also, that that op¬ 
ponent is a right-back and consequently in an 
easier position for hitting. Beginners also have 
a tendency to hit the ball when it is too far away. 
See Fig. 2. They fail to follow up the ball af¬ 
ter hitting it once; they are slow in tackling; they 
play too low over the ball and cannot seem to 
see an opponent or find a team mate until tackled, 
when it is too late for a telling pass. 

( b ) Teach your players a variety of strokes. 
Teach the left wing and other players on the left 
of the field the art of running ahead of the 
ball and centering with the right-to-left stroke. 
(Caution them about “turning.”) This is an 
important stroke for backs in passing to the right. 

(c) Encourage the players to attend match 
games. Discuss good and bad plays, suggest plays 
for which your group should definitely watch. 


FIELD HOCKEY 


108 

(< d) Try to impress on the players the vital 
importance of variety in play. 

(e) It is impossible to build up a well-balanced 
team without combination. Discourage the star 
player; encourage team play. 

(/) Coach players to adjust their bodies quickly 
and easily, and whenever possible to place them¬ 
selves so as to keep the ball on the right side. 

( g ) Coach players to place the ball where it is 
difficult or impossible for an opponent to play it, 
i. e ., to her left or in back of her. 

(A) “Good coaching can never take the place of 
individual thinking Teach your players to 
think—to play through the opponent’s weak spots. 
Coach the players to know the weak spots in their 
own team and to use their strongest attacking 
formation. 

(t) Teach the advantages of skill and finesse as 
opposed to a heavy hitting game. Good wrist 
work is impossible with a heavy stick. 

(j) All players should wear shin guards. 

(k) Many coaches consider that a composition 
ball or a cheap stick is economy. Never permit 
yourself that delusion ! 

About Balls. —It is economy to buy regulation 
balls and to give them good care. By experiment, 
we have found that the best treatment for a worn 
ball is to paint it with two coats of golf-ball paint. 




FIG. 10. THE SCOOP STROKE FIG. 11. THE REVERSE 

Showing the use of the scoop stroke for a left-to-right pass. (The Using the reverse, the player is about to bring the ball from the 
left foot should be directly in back of the right, i. e., in a line left over to the right into position for a right-to-left hit. 

with the stick and the right foot.) 










SUGGESTIONS FOR THE COACH 


109 


When that is dry, apply one coat of white shellac. 
The shellac acts as a protection against dampness. 

About Sticks .—A cheap stick is poor economy. 

A good stick is as necessary for hockey as a good 
club is for golf. When you choose a stick, note: 

(1) The resiliency or “give.” A stick made of 
one piece of wood cannot possibly have any 
“give” to it and will probably sting the hands 
when hitting. The stick should have at least 
two and preferably three or four rubber splicings<y 
through the handle. Cane insets also help to 
lessen the possibilities of stinging. 

One simple test of flexibility—grip the stick 
firmly with the left hand at the top of the handle, 
head of the stick on the floor. Press heavily 
against the stick with the right hand about half¬ 
way down the shaft, putting the weight on the 
stick. A spliced stick will give; a one-piece stick 
will not bend even slightly. 

(2) The balance of the stick. The stick should 
be well proportioned and well balanced, not hav¬ 
ing excess weight in the head or in the handle. 

To judge of the balance of the stick take it in 
the hands with correct grip and swing it back and 
forth as for a stroke. The weight should be well 
distributed over the handle and the blade. The 
handle should be flexible and the blade not too 
long. 


no 


FIELD HOCKEY 


Too heavy a stick is a handicap; 18, 19, or 20 
ounces should be heavy enough for forwards and 
backs. The goal-keeper sometimes uses a 21- 
ounce stick. 

A rubber grip on the handle is preferable to 
taping. 

(3) The grain of the stick. A coarse-grained 
stick is more durable than one of finer grain. 
Never let your stick get dried out, as, in that con¬ 
dition, it is easily broken and will split or chip off. 
Clean and oil the stick after matches played in 
the rain or in damp weather. Oil the blade with 
raw linseed-oil about once a week. 

About the Field .—Keep it in good condition. 
It should be as level and smooth as a lawn. 

Keep it marked clearly. A well-marked field 
is more important for beginners than for ad¬ 
vanced players. When planning a new field, try 
always to get the width, sacrificing, if anything, 
a few yards in the length of the field. 

If regulation goal-nets are not available, build 
a framework and cover it with wire. See goal 
in Fig. 5. Without a net it is often impossible 
to know whether or not the ball goes between 
the posts. 

The coach should not expect players to master 
the technic and organization of field hockey in 


SUGGESTIONS FOR THE COACH 


hi 


one or two seasons. She can , in that time, give 
sound coaching in fundamentals, and through 
progressive team play give the player a lasting 
interest in the game and a keen desire to con¬ 
tinue playing it. 






PART II 


SOCCER 


SOCCER 


THE GAME 

The game of soccer or association football had 
its origin in England and comes to us a highly 
organized team game. It is played extensively 
in the British Isles and on the Continent. The 
same following and eager enthusiasm which at¬ 
tend American baseball surround the soccer 
game in England; colleges, schools, clubs, and 
associations play it; since it appeals to people of 
all types and classes, soccer is appropriately called 
a British national game. 

Until late years soccer has been regarded as a 
man’s game, but the modern girl and woman are 
finding enjoyment and benefit in its play. Dur¬ 
ing the past fifteen years the girl has developed 
rapidly in sports and games; she has come to play 
organized games with no small amount of techni¬ 
cal skill, deriving health benefits while partici¬ 
pating in a type of recreation that is tremendously 
interesting. 

Soccer is played by two teams of eleven mem¬ 
bers; five forwards, three half-backs, two full¬ 
backs, and one goal-keeper make up a team. 
See Diagram 2, page 155, for relative positions, 


116 SOCCER 



SOCCER FIELD. 

Length 80-100 yds. 
Width 50-60 yds. 


























THE GAME 


ii 7 


and for the line-up of players on the field. Run¬ 
ning and kicking are the primary factors in the 
game and the object of each team is to so pass the 
ball (with any part of the body except the arm or 
the hand) that it is directed toward the opponents’ 
goal—and played through it. Each shot through 
goal, i. e., between the posts and beneath the 
cross-bar, scores one point. Only the goal¬ 
keeper in her own penalty area may use her 
hands; her particular work is to prevent the shot 
through goal, returning the ball into play toward 
the opposite goal, i. e., the goal her team mates 
are attacking. The team in possession of the 
ball is said to be attacking, while the opposing 
team is on defense, stopping further progress of 
attackers, and preventing a score. 

Before a match the captains toss for the choice 
of kick-off or goal to defend. The former gives 
a team the possession of the ball, a great advan¬ 
tage; the latter may be a better choice to make if 
there are differences in the two goals, or if sun 
and wind can affect the play. 

The ball is put in play by a kick-off in the centre 
of the field, by the centre-forward. The entire 
forward line may then cross into the opponents’ 
half of the field, endeavoring to keep the ball, and, 
assisted by the half-backs who play behind them, 
pass it down in vicinity of the goal mouth and 


118 


SOCCER 


shoot for goal. In passing, the ball may be kicked 
along the ground or lifted into the air; it is often 
met in the air—volleyed—with knee, foot, or 
head. The opposing team, on defense, attempts 
to gain possession of the ball by tackling the on¬ 
coming players. 

Tackling, in the girls’ game, does not permit of 
charging, i. voluntarily pushing an opponent 
away from the ball or so throwing her off her bal¬ 
ance that she loses control of it. Very naturally 
when two people run and simultaneously close in 
upon a ball, there is physical contact, but actual 
charging can be avoided and better work will 
result if the player plays the ball and not her op¬ 
ponent. Continued pushing or voluntary charg¬ 
ing should be called a foul and penalized. It 
would seem that the girls’ game loses nothing in 
interest or value through elimination of charging, 
and gains in safety and clean play. “Official 
Soccer Rules for Women,” published by A. G. 
Spalding, should be used as a guide for coaching 
and refereeing. 

In presenting this game for girls, we have given 
much time and thought to the technic of individual 
play, and to the practice of that technic which is 
necessary to effective team play. It is impossible 
to put eleven players on the field and expect team 
work of any sort, unless, as individuals, they can 


THE GAME 


119 

handle themselves advantageously and control 
the ball with a degree of accuracy. Girls need 
more practice than boys in the “foot work” which 
is fundamental to the game. In chapters IV and 
V on practice , we have outlined the means by 
which control, accuracy, and speed may be de¬ 
veloped by the individual player, and between 
groups of players. The girl realizes her limita¬ 
tions and is ready to practise in a concentrated 
fashion when once helpful suggestions are given. 
Interest in the game is enhanced by such practice, 
for the possibility of experiencing varied combina¬ 
tions in team play is greater as each player im¬ 
proves in technic. Over-emphasis upon technic is 
worse than none; practice should he secondary to the 
game and a stimulus to participation in it. 

Playing soccer is exhilarating; the swift running, 
in which the arms are free for balance, the vigor¬ 
ous kicking, and forceful directing of the ball are 
tremendously satisfying, and afford exercise in 
the ideal situation—out of doors and in enthusi¬ 
astic group effort. The players are very often 
in the air as they meet the ball; they leap to play 
it with the head or knee and the effort is always 
upward tending to an extended position and up¬ 
lift of the body. Such play is beautiful to watch, 
and the physical director can appreciate that the 
effect upon posture is markedly good. 


I 


INDIVIDUAL TECHNIC 

(, a ) Kicking and Passing 

Forceful kicking and directed passing are essen¬ 
tial to a well-played game of soccer. Girls can 
develop control of the ball and purposeful attack 
if sufficient attention is given to the manner of 
meeting the ball and kicking it. The ball is 
usually kicked while the player is running, and is 
often played before it hits the ground, but it is 
best first to practise control of it on the ground 
from a standing position. 

The ball may be kicked (i) with the inside or 
(2) with the outside of the foot, (3) with the heel, 
(4) with the toe (top of instep). 

(1) The first method girls acquire easily and 
the pass can be strong and well placed, depending 
upon the power of the leg swing and the body 
balance. In a pass to the left the weight is on 
the left foot; the right leg is raised sideward, then 
swung forcefully across the left, meeting the ball 
with the inside of the right foot. The foot should 
be somewhat flexed in order that it may present 
a greater surface; the arms are free for balance. 


120 


INDIVIDUAL TECHNIC 


121 


See Fig. 12. The opposite leg swing, meeting 
the ball with the inside of the left foot, sends 
the ball right. A turn of the body left with the 
left foot meeting the ball results in a pass diago¬ 
nally forward right. The pass with the inside of 
the foot is good between forward-line players, 
since effective diagonal passing can be developed 
with this form. 

(2) Passing with the outside of the foot more 
often results in a push-pass than a powerful kick. 
In a game the pass is used when the player is 
unable to kick the ball more advantageously. 
Rather than have her opponent take it she quickly 
passes it in this manner, but she is not always 
assured of its force and safety. In dodging an 
opponent, or in dribbling, ability to use the out¬ 
side of the foot often means rapid play and suc¬ 
cess in keeping the ball. 

(3) Kicking or passing the ball backward with 
the heel is useful in overtaking a ball. The play 
is most often made in preventing the ball from 
going into touch, i. e ., over the side-lines. A pass 
of this sort must be used carefully, for it may be 
disadvantageous unless a team mate is behind, 
ready to receive it. 

(4) For a long, hard kick the ball is met with 
the top of the foot or the instep. See Fig. 20. 
Care should be taken that correct form is learned, 


122 


SOCCER 


for if the ball is kicked with the toe liability to 
injury is great; a strained foot or a broken toe 
may result. From a backward position the leg 
is swung forward, knee slightly bent, toes pointed 
downward; as the ball is kicked the leg is straight¬ 
ened, and additional force is given if the player 
leaves the ground at the moment of kicking the 
ball. It is difficult to kick with the instep when 
the ball is stationary on the ground. As soon as 
the player understands the form of the leg swing 
and knows that she must meet the ball with the 
instep, she should practise kicking the ball in 
this manner before it hits the ground, running a 
few steps to meet it and endeavoring to put the 
full power of her body into the kick. This is the 
kick that scores most goals; when perfected it 
can be a powerful drive, with a lift which varies 
according to the height of the ball when the foot 
meets it. The full-backs and half-backs should de¬ 
velop this kick for long passes. The forwards and 
half-backs use it in hard shooting around the goal. 

(i) and (4). The passes with the inside of the 
foot and with the top of the instep are used most 
generally in the game. 

Understanding how to kick is but a good be¬ 
ginning; much practice is necessary to make such 
technic available in rapid and ever-changing game 
situations. The soccer player should be able to 



FIG. 12 . PASS WITH THE INNER SIDE OF THE FOOT 




A- 


■ :■ 


s' ■ .... • ••! 





FIG. 13 . PASS WITH THE INNER SIDE OF THE FOOT (front view) 







INDIVIDUAL TECHNIC 


123 


use either foot for kicking and passing. It takes 
time to change position if she must always kick 
with the same foot. A slow player gives her 
opponents more chance of taking the ball away 
from her and marking (covering) her team mates. 

The Volley .—Kicking the ball before it strikes 
the ground is volleying. The resultant pass has 
tremendous force, and, given a player who has 
balance and strength, the ball has good direction 
as well. It is a play that the full-backs should 
endeavor to perfect, for it saves time and sends 
the ball a great distance, often disconcerting the 
oncoming attackers; if played safely, the ball may 
be placed far out of danger and in reach of the 
forward line. See Fig. 15. 

In volleying, the player can kick the ball a long 
distance if she keeps the leg rather straight and 
meets the ball as it nears the ground with the top 
of the instep. If she wishes to place the ball 
accurately, she may have better success by meet¬ 
ing the ball about knee-high and keeping the knee 
bent in the leg swing. The first has great force, 
since the player runs toward the ball to kick it. 
The second form is best to use when the ball is 
dropping from a height and the player is waiting 
for it to descend. 

The ball may be volleyed and given good direc¬ 
tion by lifting bent knee and meeting the ball with 


124 


SOCCER 


the inner side of the foot. With a turn of the 
body, such a volley may be an excellent pass. 
Experienced players can make this play with a 
leap and turn in the air. 

The backward volley is of advantage to the full¬ 
back or half-back who is facing or running toward 
her own goal to play a ball that is dropping from 
a height. Facing her own goal , she lifts bent leg, 
and, meeting the ball with the top of the instep, 
keeping the foot flexed and knee well bent, kicks 
* the ball backward over her head. The play is 
purely a defensive one, since it cannot result in a 
surely directed pass, but the ball may be sent far 
from goal and, against a strong forward line, is a 
safe play for a back when near her goal. 

Heading .—The ability to meet and direct the 
ball with the head, gives the advantage of play¬ 
ing the ball when it is high in the air, saving time 
if receiving a pass, or enabling a player to success¬ 
fully intercept a ball sent by her opponents, which 
otherwise would be out of her reach. In close 
work around the goal, good heading by the attack 
may result in a score. 

Given a player endowed with natural spring and 
capable of jumping high in the air, heading can 
easily become a part of her play with marked im¬ 
provement to her game, both in attack and de¬ 
fense. 


INDIVIDUAL TECHNIC 


125 


As in all phases of the game, heading, to be suc¬ 
cessful, demands practice, but, first of all, an un¬ 
derstanding as to how the player should meet the 
ball must be established. The ball is directed best 
if it is met not with the top of the head, but with 
the front of it, just above the forehead. There 
is a general extension of the entire body as the 
leap is made and the ball headed. The arms are 
swung upward in the spring, giving height and 
balance. 

Girls may be somewhat timid in first attempting 
to head, but they soon learn that a descending ball 
has not enough force to make the play dangerous. 
A small amount of practice gives confidence, and 
once a player realizes the value of heading and the 
possibilities in it, she is anxious to use it in team 
play. 

Passing .—A successful pass depends quite as 
much upon the player who receives the ball as the 
one who sends it; there must be absolute co-opera¬ 
tion between the two. In effecting a good pass 
the ball is not only definitely placed out of reach 
of opponents, but is so timed that it reaches a 
spot simultaneously with the team mate for whom 
it is intended, who is running or dodging toward 
that spot. Such a well-planned pass depends 
upon a player’s ability to sense the position of her 
opponents, and to glance quickly toward her team 


126 


SOCCER 


mates before she plays the ball, in order that she 
may pass to some one in a position to receive it 
safely. The ball should, in most cases, be sent 
ahead of the player for whom it is intended, and 
she, in her run, should be prepared to receive it in 
the most advantageous position. 

The player receiving must keep her eye on the 
ball and at the same time note the positions of her 
opponents, thereupon deciding whether to pass 
immediately or to dribble (advance with the ball 
herself). She must consider the angle at which 
she is receiving the ball, and, if possible, the whirl 
of the ball if she would receive and redirect it 
accurately. Should the ball come about knee- 
high, lifting a bent leg and meeting the ball with 
the inner side of the foot is a good means of get¬ 
ting the ball under control. See Fig. 19. She 
may find that running in to meet the ball and 
volleying is the only means of eluding her oppo¬ 
nents; she may need to leap and meet the ball 
with the knee or head. If the latter is true, she 
would definitely play the ball to a team mate, or 
attempt to meet it in such a manner that it drops 
to the ground, where she herself may play it again. 
Should her opponent close directly in front of her 
as she is receiving a low or rolling ball, a quick 
pass sideward with the side of the foot may serve 
to keep the ball in possession of her team. A 


INDIVIDUAL TECHNIC 


12 7 


player receiving on the run can more safely and 
easily use the pass with the inside of the foot. 

Given time to stop a very swift-rolling ball, the 
player is more assured of controlling it. Men stop 
such a ball successfully with one foot, but experi¬ 
ence with girls would seem to indicate that the 
average girl player needs to get behind it with 
feet and legs together. The play is slow, but it 
often saves the ball from touch and consequent 
“throw-in” by the opponents, and it does make 
the pass which follows of distinct value. 

(b) Dribbling 

A player dribbles the ball through a series of 
slight kicks and taps, progressing with it and keep¬ 
ing it close to her feet and under control, always 
in readiness to pass the ball or elude an opponent. 
Either foot is used for dribbling, and the ball is 
tapped with the toes or the sides of the foot. See 
Fig. 14. 

Dribbling while running at full speed, though 
difficult, is an art that can be acquired, and it may 
be a great asset to the forward and half-back 
lines. Judgment is necessary in playing the drib¬ 
ble; it must never be used to excess; a selfish 
player, one who keeps the ball too long, is a detri¬ 
ment to her side, for she makes tackling simple 
and invariably loses the ball to her opponents. 


128 


SOCCER 


The good dribbler discriminates; she uses the play 
when she is free with the ball—unmarked—and 
she continues with it until she draws her oppo¬ 
nents toward her and away from her team mates. 
When there is danger of an opponent closing in 
upon the ball, the dribbler swiftly passes to a 
team mate, or, if she has great speed, she may 
play to a space, elude her opponent, and recover 
the ball herself. The clever dribbler gains much 
ground and keeps the ball in possession of her 
team. Combined with shooting ability, dribbling 
makes the attack very dangerous to opponents. 

(c) Shooting 

No matter how well a team can pass, its game 
is not a scoring one until the forward and half¬ 
back lines can shoot hard and place their shots. 
So many players pass brilliantly and dribble to 
good advantage, but lack the purpose and sure 
kicking that score goals. All the technic that has 
been developed in pass work helps in controlling 
the ball when in the vicinity of the goal mouth, 
but, to score, there must be, in addition, good 
aim, force, and grim determination. Once there, 
the forwards and half-backs should not manoeuvre 
for position, but be ready to shoot with either foot 
and from any angle that the ball may come. 

Too often chances are lost because the player 



FIG. 15 . PLAYER ABOUT TO VOLLEY. KICKING WITH THE TOP OF 

THE INSTEP 































INDIVIDUAL TECHNIC 


129 


gives the defense time to recognize how and where 
the ball is coming. The unexpected shot is most 
often the scoring one. The centre and inside for¬ 
wards have more chances to shoot than the out¬ 
side players in the forward line, but the oblique 
shot from a wing frequently passes the goal¬ 
keeper; it is difficult to stop cross-shots close to 
the uprights. Girls play the cross-shot well with 
the inside of the foot. 

The ball may be headed into the goal, it may 
be kicked through with the knee or propelled with 
any part of the body, except the arms, but the 
greater number of goals are scored by hard kicks 
from the top of the instep. 

All shots should be “followed through” by the 
attackers, thereby making possible the recovery 
of a weak or fumbled shot, and giving the defense 
small opportunity of turning it to their advantage 
through a powerful kick away from goal. A vig¬ 
orous shot from some distance meets least defense. 
In close shooting, if the goal becomes packed, the 
attacking half-backs should drop back and be 
ready to shoot on a back-pass from their forwaids, 
or a kickout from goal by the defense. 

(1 d ) Interception and Tackling 

Being on the attack is said to be the best de¬ 
fense. That is indisputable, but once the ball is 


130 


SOCCER 


in the possession of opponents, the defense must 
strive, through interception and tackling, to break 
up the plans of the attack and gain possession of 
the ball. 

The defenders, by marking (covering) the oppo¬ 
nents closely, should be able to intercept a pass 
from the player who is tackled. Hesitancy in 
tackling is the weakest spot in the average girls’ 
game. The oncoming attacker with the ball 
should not be given a chance to advance far with 
it. The nearest responsible defender should im¬ 
mediately run toward her and endeavor to take 
the ball. She may not succeed, but she at least 
hampers progress, and forces a pass which is likely 
to be hurried and, consequently, weak or poorly 
directed. Her team mates should mark oppo¬ 
nents, watch the tackle and following play sharply; 
they should be ready to intercept any pass and be in 
position to turn the tables by taking up the attack. 

In tackling, play the ball, not the player; with 
no loss of time run toward the player with the ball 
and make an effort to hook it away from her. 
Do not charge her from the ball (push or shoulder 
her away), but use your weight sufficiently to 
stand firmly and try to get control of the ball. 
If she plays to a space, eludes you, and recovers 
the ball, go after her and tackle her again—take 
the ball or force her to pass. 


INDIVIDUAL TECHNIC 


131 

Technic developed in receiving passes helps in 
interception, but in interception the element of 
the unexpected is more pronounced; coming in on 
an opponent’s pass usually means controlling a 
more difficult ball. If close to her opponent and 
having already intercepted, the player should keep 
between the ball and her opponent. It is impossible 
for her opponent to tackle her in this position. 
See Diagram 33, page 192. 

Use of the knee and head makes interception 
of high passes possible and saves time. A high 
leap, meeting the ball with the thighs or body, 
is an asset in intercepting, and the ball may be 
directed so that it drops but a few feet away and 
the player can follow through with a pass. There 
is a question as to whether girls and women 
should be allowed to play the ball with the 
chest, for fear of injury to the breast. Even 
though such danger may be remote, it is wise, in 
intercepting, to turn the shoulder or hip against the 
high balls that are impossible to head or meet 
with the thighs. See Figs. 16, 17, and 18. 


II 


POSITIONS 

The Forwards 

Promoting and organizing attack is the first ob¬ 
jective of the five players in the forward line. 
They, with their half-backs, perfect combination 
in play , and present a unified, concerted attack. 
Once in possession of the ball, the good forward 
line will keep it, and, by dribbling, dodging, and 
passing from one to the other, evade the opposing 
half-backs and fulls and be in a position to shoot 
for a goal. 

Necessarily the forward must be quick and sure 
of movement; she must run speedily, and be able 
to receive the ball safely while on the run. Her 
passes must be most accurate and well-timed, for 
her forwards are running, gaining ground, and 
reaching open positions in which to receive. If 
the ball is sent too far ahead of the forward receiv¬ 
ing, opposing half-backs or full-backs will gain 
possession easily. 

It is essential that a forward-line player use 
either foot in pass work, since she, of all players, 

must play the ball quickly and not change her 

132 


POSITIONS 


133 


feet to shoot or pass. The forward should learn 
to dribble effectively, for good use of the dribble 
will cause openings in the defense and permit of a 
sure pass. See Diagram 18, page 175. 

The wings (extreme outside players) are the 
speediest runners in the forward line. They must 
control and advance the ball along the touch-line, 
and, when tackled, centre the ball to one of the 
inside players or pass it across the field to the 
opposite wing. See Diagrams 31 and 32, pages 
190 and 191. Centering accurately means enabling 
the centre or inside-forwards to make good use of 
the ball, and, if in vicinity of goal, to shoot. 
Any player can pass the ball when tackled, but 
getting it off to advantage in such an event is a 
test of good pass work. 

There should be perfected passing between the 
inside and outside forwards on each side of the 
attacking line. Much ground is gained by these 
players when their work is so dovetailed that they 
can play around the opposing half or full-back. 
See Diagram 30, page 189. 

A forward must be ever watchful of the posi¬ 
tions of her team mates. She must use her imagi¬ 
nation and anticipate the coming situation. Near 
goal , and in possession of the ball, she should shoot, 
or pass safely to some one who is in better posi¬ 
tion to shoot. The first is best, for passing means 


134 


SOCCER 


a chance of interception and loss of the ball. 
Away from goal , the forward in possession of the 
ball can do three things: (i) Keep the ball her¬ 
self (dribbling, or passing to an opening and re¬ 
covering it), (2) direct the ball to another forward, 
or (3) pass back to a half-back, giving the half¬ 
back a chance to redirect the ball to that part of 
the forward line best able to receive it. In the 
forward’s choice lies the strategy of her game. 

Combination in play a^id choice of the best 
scoring tactics are possible only through study of 
the opponents and in the knowledge gained of 
their abilities and limitations. 

Plays and Suggestions for the Forwards 

(1) Learn absolute command of the ball. 

(2) Practise receiving balls when on the run 
and use either foot in passing. 

(3) Practise sprint starting, dribbling, dodging. 

(4) Short, quick passes played on the run are 
hard to intercept, but combination of long and 
short passing makes attack a changing, mobile 
force most difficult for the defense to break. 

(5) Do not forget the long pass to a free wing 
player, and a long pass from wing to wing may be 
most advantageous. 

(6) Frequent repetition of the same pass or 
play makes defense simple. Vary the attack. 


POSITIONS 


135 


(7) Do not pass unless advantage may be 
gained; dribble and draw an opponent toward 
you, thereby making an opening in the defense. 

(8) Dribbling, if used to excess, is a fault. Re¬ 
member there are four other players in the for¬ 
ward line. 

(9) Watch the game; anticipate the next move 
and play accordingly. Always work for an open 
position in which you can receive the ball. 

(10) Keep approximately in line with your other 
four forwards. 

(11) When nearing the goal, centre the ball; do 
not pass out to the wing players. 

(12) Centre-forward cannot wander far out of 
position without weakening the attack. She is 
often called the pivot of the attacking line. She 
makes combination possible. 

(13) Centre-forward must shift her position 
somewhat according to the position of the ball. 
If her right outside and inside have the ball, she 
shifts to the right, ready to sustain their play. 

(14) When any forward is tackled, all others 
should support her by giving her opportunity to 
pass. 

(15) Sometimes a diagonal or cross dribble will 
carry an inside player into the centre-forward’s 
position, or vice versa. Finish the play in the 
changed position. 


136 


SOCCER 


(16) Such interchanges in positions are possible 
only in a well-trained, unified team. The inex¬ 
perienced player should hold to her own position 
rather closely. 

(17) The first quality demanded in the outside 
or wing player is speed. She should practise 
sprinting. 

(18) Wing players should keep near the touch- 
line—within 6 feet of it. Keep a swift-rolling ball 
from going into touch by using the side of the 
foot, and be ready to take it down on the run. 

(19) The wing player should play close to the 
touch-line in a throw-in.* The defense must 
mark her, and in doing so, the way may be opened 
for a pass to the inside-forward or centre half¬ 
back. See Diagram 12, page 167. 

(20) Never lose an opportunity to shoot. Shoot 
hard and low. 

(21) Shoot before the defense has time to 
strengthen before its goal. 

(22) Practise blocking balls kicked out from 
goal and shooting immediately. 

(23) Let the half-backs take free kicks*; the 
forwards should gain ground and get into open 
position to receive. When in the opponents’ half 

* See Playing Terms, pages 240 to 242. See “ Official Soccer Rules 
for Women ” for rules covering the throw-in, free kick, and corner 
kick. 



POSITIONS 


137 


of the field, watch the opposing full-backs and do 
not get in offside position to receive a free kick 
or pass. 

(24) Every player in the forward and half-back 
line should be ready to score from a corner kick. 
Practise in formation about the goal, receiving the 
ball from a wing player in the corner. 

(25) The outside (wing) player should practise 
the corner kick * with the idea of placing it to 
some one who can shoot. Place it across the 
goal-mouth. 

(26) The wing and inside players on the ex¬ 
treme end of the forward line should be ready to 
come in on the ball from a corner kick. See Dia¬ 
gram 22, page 181. 

(27) The forward should take care never to 
place herself in offside position. Diagram 35, 
page 194. Such danger is greatest for the wing 
player. 

(28) Remember that you cannot be offside in a 
corner, a throw-in or in a goal kick, but imme¬ 
diately after each of these plays the offside rule 
applies. See Diagrams 40 and 41, pages 199 
and 200. 

(29) In close work around the goal, a forward 

* See Playing Terms, pages 240 to 242. See “ Official Soccer Rules 
for Women ” for rules covering the throw-in, free kick, and corner 
kick. 


SOCCER 


138 

may be able to head the ball when she cannot get 
at it with her feet. Only a strong player with 
sure direction can score with this play. It is occa¬ 
sionally effective because it is unexpected. 

(30) The inside-forwards, particularly the cen¬ 
tre, can help in defense. See Diagrams 15 and 
17, pages 171 and 173. The centre-forward who 
can aid in defense and recover quickly to build 
up attack is a great asset to her team. 

(31) Don’t let the opposing half or full-back 
have the ball unhampered; tackle her. The in¬ 
side-forwards tackle the opposing halves and full¬ 
backs. In some instances the wing players can 
aid in defense by tackling the opposing outside 
half-backs. 


The Half-Backs 

Except in unusual cases, the strength of a team 
lies in its half-back line. The half-backs are both 
attacking and defending players, assisting the 
forward line in attack, yet ready to tackle or take 
up defense at the moment the opponents have the 
ball. Equally forceful in attack and defense, they 
are in the play continually. Their work never 
ceases, for they are either (1) advancing with the 
ball ready to pass to their forward line, (2) back¬ 
ing up their forwards when they have the ball, (3) 
tackling and marking the opposing forward line 


POSITIONS 


139 


when the ball is in their possession, or (4) if beaten 
by the opposing forward line, running back to 
tackle again, or assist the full-backs in defense. 

Clearly the half-back must have staying power 
to cover her territory adequately, and be endowed 
with stick-to-it-ive-ness to fully support both her 
forwards and full-backs. The half-back line, play¬ 
ing between the forwards and full-backs, can unify 
the team and make success or failure of team play. 

The half-back line should sustain strong attack. 
The half-back who can dribble to draw her oppo¬ 
nents toward her, then pass safely to an unmarked 
forward, plays a real part in attack. If she can 
shoot well, her work in the vicinity of the goal is 
doubly valuable, for many opportunities come to 
her there. 

Determined , effective tackling on the part of the 
half-back is essential, for it means recovery of the 
ball and continued attack. At the moment the 
opponents get possession of the ball, the half¬ 
backs are working to recover it. The left half¬ 
back marks the opposing right-outside player and 
tackles her if she has the ball. If the forward 
passes, the centre half-back is ready to intercept 
the pass and direct the ball to her own forward 
line. Meanwhile the right half-back is marking 
the left-outside players, and is “on her toes” to 
take the ball if it is sent across the field. 


140 


SOCCER 


Only by persistent tackling and sure placing 
can the half-backs hope to outplay a clever, oppos¬ 
ing forward line. 

Plays and Suggestions for the Half-Backs 

(1) Feed the forward line; strengthen and or¬ 
ganize attack. 

(2) Keep approximately in line with each other, 
and about 4 to 6 yards back of the forward line 
when the forwards have the hall. 

Centre half-back plays in the centre of the field, 
somewhat back of her right and left halves, to 
cover any slips on their part, but when her centre- 
forward has the ball she should play up. 

(3) Keep the play in the opponents’ half of the 
field; try always to be on the offensive. 

(4) Remember that the forward line has great 
speed; pass the ball low (along the ground), ahead 
of the forward, so that she may receive it on the 
run and go on without interrupting her run. 

(5) Be on the watch for your unmarked forward. 

(6) The half-backs should pass to meet least 
defense. When the right outside-forwards are 
closely marked, the right half-back should pass to 
her centre-forward or to her left outside-forwards. 
The left half-back should as frequently pass to the 
right inside and outside players as to the left, de¬ 
pending wholly upon the line-up of the opponents. 


POSITIONS 


141 

(7) The half-backs must be accurate in placing 
short passes and long, hard ones. Both are neces¬ 
sary in surely feeding the forward line. 

(8) Be ready to receive a back-pass from a 
hard-pressed forward, and return it to the forward 
line. Often the forward, passing it back, runs to 
a free position and the pass can be made to her. 

(9) If you are forced to kick the ball high, try 
to drop it ahead of your forward line. 

(10) The half-back players should be quick to 
sense the ever-changing situations in the game 
and direct the play to advantage. Watch for open¬ 
ings or weakness in defense and change your 
method of attack. 

(11) Do not always pass to one person or in 
one direction; it takes the unexpected element 
from attack and makes interception simple for 
your opponents. 

(12) The half-back who can dribble well keeps 
the opposing half-backs and full-backs guessing, 
for they must decide when to tackle her and try 
to anticipate where she will pass. 

(13) Dribble just long enough to draw an oppo¬ 
nent toward you, leaving more opening in the de¬ 
fense through which you should pass. See Dia¬ 
gram 11, page 166. How best to advance the ball 
should be the aim of the half-back. 

(14) Learn to receive the ball high or low, and 


142 


SOCCER 


get control of it immediately, for the half-back 
should be quick to intercept passes of her oppo¬ 
nents, and turn them to advantage in her attack. 
She should watch the opposing full-backs, half¬ 
backs, and forwards, and without getting too far 
out of her position, anticipate the pass and inter¬ 
cept. 

(15) Good tackling makes passing hurried on 
the part of the opponents, and they are likely to 
lose the ball. 

(16) Get directly in front of your opponent to 
tackle. Impede her progress, but play the hall. 

(17) After tackling and taking the ball, try to 
keep between the ball and your opponent until 
you are able to pass. 

(18) Decide when to tackle, then play the hall. 
If an opponent passes before you reach her, your 
other half or full-backs will be ready to intercept 
or tackle. 

(19) If your opponent outwits you and gets past 
with the ball, go after her again— never give up. 

(20) Centre half-back should mark the centre- 
forward in the opposing line. Left and right half¬ 
backs keep close watch over the outside players 
in the opposing line. Break up any combination 
she may have with her inside-forward. 

(21) Right half-back—mark the opposing left 
wing (left-outside) and prevent her receiving the 



FIG. 16. INTERCEPTING WITH THE HIP 



FIG. 17. INTERCEPTING WITH THE THIGH 











POSITIONS 


H 3 


ball. If she has the ball, tackle her. Left half¬ 
back correspondingly marks the opposing right 
wing, is responsible for interception of passes to 
her, and tackles her if she has the ball. 

(22) If the opposing wing player remains far up 
the field, waiting for her half-back to pass to her, 
watch her closely and do not be called too far 
away from her, for if she receives a pass there it 
may be difficult to prevent a score. 

(23) In their own half of the field, the full-backs 
mark and tackle the inside-forwards, the right 
and left half-backs are responsible for the wing 
players. See Diagram 19, page 177. 

(24) In defense, if the full-back should be 
drawn out of position, nearly to the side of the 
field, the nearest half-back should take the full¬ 
back’s position. In such an event she should play 
the ball as the full-back would play it —out of dan¬ 
ger, with a long , hard kick. 

(25) The half-backs should practise heading the 
ball. Playing the ball in the air will prevent the 
opposing forwards from receiving long, high passes 
from their backs and halves. Waiting for the ball 
to come to the ground is slow; go into the air for it. 

(26) Heading may greatly assist the attack if 
the player learns to direct the ball. Men often 
score from a corner kick through accurate heading. 

(27) The left and right half-backs usually take 


144 


SOCCER 


the throw-in on their respective sides of the field. 
Vary the play, do not often attempt throwing to 
the outside player; she is usually marked. 

(28) Centre half-back should always be in a 
position to assist her left or right half in a throw- 
in by being unmarked and ready to receive the 
ball. See Diagrams 8-11, pages 163 to 166. 

(29) Good play on the part of the centre-half 
gives attack purpose. She is in a position to 
direct the ball to the left or right of either forward 
or half-back lines. Upon her clear thinking and 
versatile play depends unified attack. 

(30) The centre half-back covers more territory 
than any other player on the team. She builds 
and sustains the attack, working way down to 
the opponents’ goal; she is the strongest defender 
in the half-back line, backing up both her right 
and left halves; in co-operation with her backs, she 
defends against hard attack in front of her goal. 
She should have both endurance and skill to meet 
the demands of her position. 

(31) Of all players, the centre half-back should 
be most accurate in passing. 

(32) Centre half-back—practise shooting. A 
hard shot from the half-back line is likely to sur¬ 
prise the defenders; and of the half-back players 
the centre-half is most often in position to score. 

(33) Centre half-back—when your left or right 


POSITIONS 


H 5 


half-back is tackling, be on the alert to intercept 
the opponent’s pass. 

(34) Half-backs—shoot or place the ball again 
to a forward when the ball is sent out weakly from 
the opponents’ goal mouth. Press the attack. 

(35) When close to opponents’ goal, be watch¬ 
ful—do not pass to a forward who is in offside 
position. Shoot! 


The Full-Backs 

There must be perfect understanding between 
the two full-backs as to how they shall cover that 
territory between the half-backs and the goal¬ 
keeper. Strong backs who are good runners may 
frequently play up to the mid-line.* They seldom 


* Full-backs in soccer cannot safely play the extended, aggressive 
game of full-backs in hockey. Several conditions seem to explain 
their necessarily more defensive game. 

The full-back in soccer has no defensive play comparable to the 
left-hand lunge in overtaking a forward who has passed her. She 
must get very close to a forward to tackle, and the forward has every 
advantage, since it is good play for the forward to place her body 
between the ball and her opponent, and the girls’ game forbids 
charging. It is simple for the forward to continue dribbling, to pass, 
or pass to a space and recover the ball. Following a forward, the 
full-back is at a distinct disadvantage for tackling; she must have 
greater speed than opposing forwards, if she plays a very aggressive 
game. If the full-back can go toward a forward to tackle, she has 
greater opportunity to take the ball—hence her more defensive play. 
See Diagrams 29, 30, 31, pages 188 to 190. 

Furthermore, the soccer goal is 6 yards in width; 18 feet x 8 feet 
is a large area to defend. If the forwards pass both full-backs, the 
goal-keeper is indeed in a bad position, particularly as a shot may 
be taken from any place on the field. 


146 


SOCCER 


play in line with each other, for when one tackles 
a forward, the other drops back, ready to inter¬ 
cept a pass or to help defend the goal. See Dia¬ 
gram 19, page 177. Since theirs is the last line of 
defense, a poor or weak play in their territory 
gives the attack tremendous advantage. Judg¬ 
ment and discrimination are demanded, a knowl¬ 
edge of when to tackle oncoming forwards, when 
to recover and take up defense of goal, and how 
to be a force in attack. 

The full-back must be firm of purpose and de¬ 
termined in action. It is not enough for her to 
run speedily and be able to kick the ball down the 
field a long distance, but she must be a sure tack¬ 
ier and efficient in placing the ball when once it 
is in her possession. She is weak if she post¬ 
pones tackling, and she is strong only if, after suc¬ 
cessfully tackling and taking the ball from an 
opponent, she knows how best to play it to aid 
her team in its attack. 

Essentially the full-back’s first duty is defense 
of goal, but thoughtless kicking away from goal 
gives her half-backs and forwards small chance of 
receiving the ball, and prevents her team forming 
strong combination in attack. 

When in close vicinity to their goal, the backs 
are often called upon to play the ball in the air 
and as quickly as possible; ability to head or vol- 


POSITIONS 


H 7 


ley is a great asset for the player in full-back 
position. 

Whenever there is time the back should get in 
the best position to kick, thereby making possible 
an accurate pass to her half-back or forward line. 

Plays and Suggestions for the Full-Backs 

(1) Defend the goal, but be ready to take part 
in the attack. 

(2) Tackle with determination—do not hesitate. 

(3) Know your “sister” back, her limitations 
and best points. Pass to her if the opposing for¬ 
wards are not too near her and you find yourself 
unable to place the ball to half-backs or forwards. 

(4) When one full-back tackles, the other is 
ready to intercept a pass to centre or the opposite 
wing, or to help defend the goal. 

(5) Mark (be in readiness to intercept a pass), 
or tackle the inside-forward of the opposing team, 
leaving the wing (outside) player to your half¬ 
back. 

(6) The above suggestion is not arbitrary, not 
static. In case the wing player has outrun the 
half-back and is dribbling along the side-line near¬ 
ing goal, the full-back should tackle her and the 
half-back will take the inside player. 

(7) If in tackling the wing player, the full-back 
forces her to pass, she should recover and drop 


148 


SOCCER 


back for further defense of goal, as the other back 
will probably be called to tackle or intercept the 
pass. 

(8) If the ball is out of danger and you are un¬ 
marked, always take time to get into position to 
kick well and place the ball to advantage. Watch 
for your unmarked forward or half-back, and place 
the ball to her. 

(9) Practise accuracy in placing before working 
for length and force in passing. 

(10) Remember that a low volley can be placed, 
a high volley is uncertain, but a ground kick can 
be directed best of all. 

(11) Practise the low volley, meeting the ball 
as it nears the ground. The kick has great force 
and, once mastered, good direction. 

(12) It is difficult to play the ball just as it 
meets the ground (sometimes called the half¬ 
volley). 

(13) Learn to head the ball; make heading a 
part of your game. Heading saves time, and 
when close to goal may prevent a score. 

(14) Seldom dribble; play the ball out of your 
territory as quickly and surely as possible. 

(15) Practise the goal kick and be ready to re¬ 
lieve the goal-keeper of that duty upon occasion. 

(16) Note play of Diagram 20, page 179. 

(17) If the goal-keeper is called out of her posi- 


POSITIONS 


149 


tion, be ready to get between the posts as final 
defense of goal. 

(18) In close play around goal, avoid getting in 
the goal-keeper’s way and thus prevent her keep¬ 
ing her eye on the ball. Kick the ball toward the 
side-lines, not across the goal mouth. 

(19) Should the forwards outwit both backs, the 
goal-keeper is left in a dangerous position, unless 
the backs recover sufficiently to tackle again. 
They never give up. 

(20) If very hard pressed near goal and there is 
no hope of assistance, kick the ball out of the field 
of play. The rules allow it, and a throw-in or a 
corner kick is preferable to a goal. Kicking out 
slows the play, but is justified when the forward 
line has beaten one full-back and the other is in 
danger of losing the ball if she attempts to play it 
to her halves or forward line. 

The Goal-Keeper 

The goal-keeper stands in the difficult position 
of the final defense of goal, and in that situation 
every faculty she possesses is put to a test. She 
must have a quick, accurate eye to enable her to 
follow the ball as it is speedily shot, knowing 
where and how best to receive it. The goal-keeper 
should keep cool and calm under the approach and 
attack of the oncoming forward line. She must 


SOCCER 


150 

think clearly, for her rapid decision and following 
play can often break up the attack, but, if inade¬ 
quate, will merely postpone a score. 

She must be an agile player, able to move with 
great speed, starting quickly, yet able to stop 
abruptly; she must handle the ball surely. 

In addition, the physical assets of height, reach, 
and a long, strong kick are desirable for the goal¬ 
keeper. A fast-moving goal-keeper of average 
height is, however, more successful than a slower, 
taller player in that position. 

Plays and Suggestions for the Goal-Keeper 

(1) Prevent all shots through the goal! 

(2) Play the ball, either by kicking, throwing, 
or punting it toward the wing players, not down 
the centre of the field. 

(3) Kick off the ball to resume play after the 
attack has sent the ball behind the goal-line out¬ 
side the posts or over the cross-bar. The play is 
called a goal kick.* See Diagram 19, page 177. 

(4) Practise kicking the ball from a stationary 
position. Since the goal-keeper often plays the 
goal kick, which is a place kick, she must be able 
to lift the ball from the ground and send it far 
from the goal. A full-back may take the goal 


* See Playing Terms, pages 240 to 242. See “Official Soccer Rules 
for Women” for rules covering the goal kick and the penalty kick. 


POSITIONS 


151 

kick if the goal-keeper cannot direct the ball well 
from a place kick. See Diagram 21, page 180. 

(5) If possible, direct kicks to the half-backs or 
the forward line. 

(6) On defense, it is safer to play at least 2 
feet out from the goal-line. 

(7) Use the goal-keeper’s privilege of 2 steps 
with the ball in gaining distance out from the goal 
to throw or punt. Use the bounce (dribble) or 
juggle. 

(8) Catch a shot whenever possible, and always 
back the catch with the body. When the goal¬ 
keeper is between the posts, in close vicinity to 
goal, kicking the ball is not as sure as catching, 
followed by throwing out or punting. 

(9) After gaining possession of the ball, playing 
it rapidly prevents opponents from covering. 

(10) When hard pressed, a throw out from goal 
is often a safer play than a punt. Since there is 
no charging in the girls’ game, the goal-keeper has 
time to punt, and it is a good play, providing she 
is accurate. A fumble, however, may mean a 
score. Throwing out is more certain to relieve 
the immediate danger of scoring. 

(11) Much distance may be gained on the punt, 
although it is more difficult to place than a long, 
low kick. Practise punting. See page 218. Figs. 
22 and 23. 


152 


SOCCER 


(12) The long, low kick placed to a half-back 
or a forward through the opposing forwards and 
halves is a fast play. Watch for such an opening, 
knowing the weaker part of the attacking half¬ 
back line will help. 

(13) Passing to a full-back is justified if the 
opposing forwards are not too close to her. 

(14) Anticipate the direction of a shot. Note 
the opposing forward-line players and know which 
are the best shooting forwards. Judge the direc¬ 
tion from which the shot will come. 

(15) Watch the feet of the forward shooting to 
judge where the ball is likely to come through the 
goal. If the shot comes from in front of the goal 
and the player uses her right foot, the ball is 
likely to go to the right of the goal-keeper, and if 
the kick is with the left foot to the left of the 
goal-keeper. 

(16) If the shot is from either wing, move 
toward the goal-post farthest away from her. 

(17) Fisting the ball, punching it away from 
goal, can be used in an emergency when the shot 
is swift and a catch is impossible. It is better to 
“fist out“ (punch the ball over the cross-bar) and 
give a corner kick to the attackers than to risk 
catching a high, swift shot or to fist away and give 
the attackers another shot directly in front of 
goal. 


POSITIONS 


153 


(18) In a corner kick the goal-keeper stands 
near the farther post from the corner where the 
kick is taken. She should shift her position if the 
ball crosses the goal mouth, and a shot comes from 
centre or the opposite wing. See Diagram 22, 
page 181. 

(19) When the ball is in the opponents’ terri¬ 
tory, play out from goal at least to the edge of the 
penalty area; often a loose ball, one kicked far in 
advance of the opposing forwards, can be played 
by the goal-keeper in this position. The full¬ 
backs and halves are thereby saved unnecessary 
running. 

(20) Guarding the goal on a penalty kick* is the 
greatest test of the goal-keeper. She must be on 
the goal-line until the ball is kicked, and the ball 
is kicked from a spot only 12 yards away by the 
strongest, most accurate kicker of the opposing 
team. Watch the player’s feet and eyes to judge 
of the direction of the ball. See Diagram 26, 
page 185. 

(21) The goal-keeper may use her hands any¬ 
where in the penalty area. Make use of such ex¬ 
tended privilege if called out of goal—given time, 
punt. 

* See Playing Terms, pages 240 to 242. See “Official Soccer Rules 
for Women” for rules covering the goal kick and the penalty kick. 


Ill 


TEAM PLAY 


Line up for the start of the game—a kick-off 
by O centre-forward. 

Each team has eleven players, five forwards, 
three half-backs, two full-backs and one goal¬ 
keeper. 

The symbols for players in the diagrams are as 
follows: 


o Forwards Q 

Half-backs m 
Full-backs [—|—| 

o Goal-keeper □ 


In relation to the goal they are defending, and 
according to the side of the field upon which they 
play, the forwards are named left-outside, left- 
inside, centre, right-inside, right-outside; the half¬ 
backs: left-half, centre-half, right-half; the full¬ 
backs: left-full and right-full. 

In all diagrams progress of player and ball is 
indicated as follows: 


-= movement of ball 

-= movement of player 

-= a dribble 


154 





2. 


155 

















Plays from the kick-off. The three inside-forwards of the team 
having the kick-off usually stand close together, side by side. The 
opponents cannot come within the circle until the ball is kicked off. 
The ball must be kicked forward, i. e., into the opponents’ half of 
the field, but it is only necessary for it to completely roll over once, 
or to travel the length of its circumference, to comply with the rule. 
Hence this close formation. The ball may be kicked gently and 
slowly on the kick-off, giving time for the outside-forwards to advance 
into the opponents’ territory. The centre may kick off to the right- 
inside, who may pass it to the left-inside before it is kicked out of 
the circle. Too many changes within the circle make poor play, 
for the moment the kick-off is made opponents can run in the circle 
and then may intercept or tackle. 



3.— Q centre-forward kicks off to o left-inside, who passes to o left-outside. 
See opposite page. 


iS7 

















4.—Q centre-forward may play to O right-inside, who dribbles swiftly across the 
field to the right and passes to Q right-outside, who has advanced along the touch- 
line. Note that the dribble by o right-inside is somewhat back, avoiding Q left- 
inside and the oncoming Q) left half-back. 





















5.—centre-forward kicks off to Q right-inside, who passes backward to her 
centre half-back. o forward line is running forward. CD centre half-back passes 
to Q right-outside. 

The same play may be used, centre half-back passing to any one of the for¬ 
ward-line players who is unmarked. 


159 

















6.-<D centre half-back receives the ball as in the preceding play. She dribbles 
forward, dodging £”| right-inside forward, allowing o forward line to advance, and 
when O centre-forward marks her, she passes to Q left-outside. 


160 

















7.—centre-forward kicks off to Q left-inside. O centre-forward and 0 centre 
half-back move toward that side and o left-inside swiftly passes to o right-inside, 
who has advanced rapidly. QJ left-half or 0 full-back should tackle right-inside. 


161 
















Plays for the throw-in from touch. (See Fig. 21, and Playing 
Terms, page 241.) All plays may be taken on the other side of the 
field: left half-back or full-back throwing in. 

The full-back can sometimes take the throw-in to advantage if 
the play is in her own half of the field. 

Close to opponents’ goal the wing forward may occasionally take 
the throw-in. Much depends upon the strength of the opponents 
and their agility in covering. 

For most situations the right and left half-backs are the logical 
players to take the throw-in from touch. 

According to rule a player is not offside in a throw-in. It is ruled 
like a corner, for immediately after the throw-in offside again ap¬ 
plies. See offside diagrams, pages 194 to 201. 


162 



8.—Throw-in from own half of the field near the mid-line. ^ right half-back 
takes the ball. Centre half-back should always be ready to receive a throw-in. O 
forward line is advancing and ^ right half-back throws to CD centre half-back, who 
passes to O right-inside. O right-outside runs down the touch-line and the ball is 
passed to her around QJ left half-back. 


163 


















9.—In this same throw-in if D centre-forward does not mark CD centre half-back, 
ffl centre half-back may be drawn to tackle. The pass can then be easily made to 
the right-inside. 


164 




















10.—If the Q centre-forward stays up the field and gives no aid in defense, 
centre half-back should be able to direct the play to a good opening. Here the 
throw-in is made to © centre half-back, who dribbles across the field and passes to 

o left-outside. 



















11.—As before, Q centre half-back receives the ball on a throw-in from 0 right 
half-back. a centre or inside-forward did not intercept, and CD half-backs are slow 
in tackling. ® centre half-back dribbles forward, allowing her forwards to advance. 
When the CD’s finally tackle, 0 centre half-back passes to her right half-back, who 
passes to Q right-inside. 


166 



















12. -0 right half-back again takes the throw-in. 0 centre half-back is closely- 
marked by O centre-forward. The throw is made to Q right-inside, who dribbles 
forward with the ball. 


167 

















13.—A throw-in taken by the full-back is a good play in a team’s own half of the 
field, providing opposing forwards are not too agile in intercepting. © right full-back 
throws to © right half-back, who manoeuvres to get into free position to receive it. 
CD right half-back passes to o right-inside. 


168 

















14 — 0 right half-back is closely marked by Q left-inside forward and ^ right 
full-back throws to Q centre half-back, who passes to O right-inside. Note that 
a left full-back immediately runs to tackle as Q right-inside dribbles. Q] left half¬ 
back marks o right wing; CD centre half-back then marks Q centre-forward. 


169 

















15 .—A free kick (see page 241,) should be of great advantage 
to a team; it may be taken in any direction and all opponents must 
be at least six yards away. Usually a half-back or full-back takes 
the kick, allowing her forward line to advance and gain open posi¬ 
tions. 

Here CD left half-back has the ball. o left-inside runs in, CD right 
half-back follows her, leaving O left-outside unmarked. (D left 
half-back then passes to O left-outside, who dribbles until ffl right 
full-back tackles her, then passes to O centre-forward, who shoots. 

For best defense EB right half-back should have marked the wing 
and £0 right full-back should have marked O left-inside. 0 goal¬ 
keeper was too far to the right of her goal when O left-outside had 
the ball, and was too slow to save the following shot. 


170 



15.—See opposite page for description. 


















16.—In the preceding play Q centre-forward strengthened defense. Here she 
remains up the field, and the free kick from left half-back to 0 centre half-back 
and a pass on to o right-inside is easily made. EQ left full-back should have marked 
o right-inside and intercepted the pass to her. 


172 

















17.—Again CD left half-back has the free kick at X. □ players are marking well, 
O right-inside covering CD centre half-back. 0 centre half-back signals for the ball 
to be kicked backward and runs over to receive it. 0 left half-back kicks the ball 
backward to 0 centre half-back, and then runs forward into an open position and 
0 centre half-back passes to her. 


173 
















18 .—A foul has been made by Q right-inside at X. The free kick 
at this point on the field can advantageously be taken by © left full¬ 
back, allowing Q) half-backs and O forwards to advance into open 
position. A good full-back will have a strong kick, and may be 
able to lift the ball and drop it in front of her forward line. In this 
play CD half-backs did not intercept and the ball is taken down the 
field past EB full-backs and a goal is shot. G9 left full-back attempts 
tackling O right wing, but the wing eludes her, passes to O right- 
inside, who shoots. O right-inside is not “offside” (see Playing 
Terms, page 240), for she was in line with the ball when it was last 
kicked. 


174 



175 


















19 .—A goal kick, taken by a defender, follows the event of the ball 
being put over the goal-line (outside of the goal) by attackers. (See 
Playing Terms, page 241.) A goal kick is usually played by the 
goal-keeper or one of the full-backs. 

Here the goal-keeper is taking the goal kick. She runs a few 
steps gaining speed and force for the kick. 0 right half-back does 
not succeed in intercepting a drive to □ left-inside. Q left-inside 
dribbles until © right full-back tackles her, then O left-inside 
passes to D left-outside, who dribbles speedily down toward goal. 
© left full-back swings backward toward goal and across field ready 
to defend or intercept. 0 right half-back recovers and tackles D 
left-outside; © right full-back is covering O right-inside, so the 
wing player (left-outside) centres the ball. 0 left full-back is in 
position to intercept and does so successfully. 


176 



177 



















20.—The full-back is taking the goal kick, and instead of kicking 
far down the field she kicks the ball easily and lifts it into the goal¬ 
keeper’s hands. The goal-keeper can walk two steps and punt, or 
bounce and punt, gaining distance out into the penalty area and 
kicking the ball to her forward line. 

The ball need only roll over to be considered played, and the goal¬ 
keeper may pick it up from the ground after the full-back kicks it. 
The real point in using this play lies in goal-keeper gaining distance 
on her punt. 

Opposing halves and forwards should be on the alert to intercept 
a goal kick and turn it to their advantage in attack. 


178 



20.—See description on opposite page. 


179 



















21.—Goal kick. Most players prefer to play the ball from the ground where it 
is placed with a long, hard drive. 09 left full-back takes the kick; the goal-keeper 
remains in the goal. This placing of the kick to Q| centre-forward is good here since 
she is unmarked. Usually CD centre half-back is marking Q centre-forward, and if 
she is not, CD right or (J) left half-back can close in rapidly and intercept. It is 
better to place the goal kick nearer the wing forwards. 


180 


















22 .—The corner kick is usually taken by the outside forward. (See Playing Terms, 
page 239.) The simplest and best play is to kick the ball across the goal mouth. 
All Q forwards and (D half-backs should be ready to shoot. Here Q right-outside 
takes the corner kick, left-outside shoots, and Q goal-keeper is not quick enough 
to shift her position and save a goal. Q] right half-back or 6B right full-back should 
have intercepted the kick to Q left-outside. 


l8l 

















23.— 3 full-backs and CD halves may play more on the defensive, into the goal 
area, allowing a shot to be made and relying upon intercepting it. If the fulls play 
close to the goal-keeper they should be careful that they do not get in her line of 


vision. 





















24.—Weak defense is shown in this diagram of the corner kick. Q] half-backs 
are not marking opponents adequately, and Q inside-forwards are giving no help, 
o right-outside can easily place to Q centre-forward or to ^ centre half-back. 


I8 3 

















25.—Corner kick. With defense strong, <D centre half-back may signal for the 
ball to be played back. Here she receives it safely, and, as Q centre-forward tackles 
her, she passes to left half-back, who shoots. A shot from the half-back line often 
scores. 


184 

















26.—Penalty line-up. All players must be outside the Penalty Area except the 
player taking the kick, and the goal-keeper, who must stand on the goal-line. The 
ball is kicked from the penalty-kick mark, 12 yards from goal. (See Playing Terms, 
page 240 .) A penalty kick usually scores a goal. 

















27.—In a penalty kick all players may go into the penalty area the moment the 
ball is kicked. The player taking the kick cannot play the ball again until it is 
played by another player. Q forward line should be ready to shoot in case the 
ball rebounds from the goal-keeper or posts. Q half-backs are ready to shoot. 
They should keep back of Q forward line so that attacking players are not massed 
in the penalty area. ^ half-backs must be on the alert to mark opposing forwards 
in case the goal-keeper saves the shot. 

186 


















28.—□ goal-keeper saves on a penalty, and punts toward D right-outside. a> 
left half-back attempts to intercept the ball; if she fails she should overtake and tackle 
□ right-outside. CD centre half-back marks Q right-ipside, preventing a pass. 


I8 7 




















29. 0 goal-keeper saves on a penalty, and punts to Q right-inside, who passes 

to jD right-outside. © left half-back is outdistanced by O right-outside. Q) centre 
half-back covers Q right-inside, but three successful passes occur before she Inter¬ 
cepts the ball. Such passing between a wing and her inside player gains great distance. 


188 






















30.—A better play than the last pass by □ right-outside is a dribble along the 
touch-line. Since Q left half-back is outdistanced 0 centre half-back (or 0 left 
full-back) is obliged to tackle and is drawn out of position. Meanwhile □ right- 
inside gets into an open position and receives the ball. 0 left full-back then tackles 
JQ right-inside. 




















31.—The last play with different defense. 0 left half-back recovers, tackles Q 
right-outside. CD centre-half marks Q right-inside. © left full-back has started 
forward but recovers somewhat as □ right-outside passes diagonally across the field. 
Q centre-forward receives and © left half-back tackles her. 


190 
























32.—The same play with a wing-to-wing pass. D centre-forward and left-inside 
are also ready to receive, for O forward line has kept in a line with the ball. Q) right 
full-back tackles D left wing. Note: It is impossible to show all movements of 
players. In Plays 29-34 Q half-backs should be playing 4-6 yards behind their 
attacking forwards. 






























33.— jO left-inside receives the ball on the last play. right half-back is close 
behind. □ left-inside keeps between the ball and her opponent, dribbles diagonally 
forward, and passes to her wing player, who dribbles along the touch-line. © right 
full-back is running to tackle Q left-outside. 


192 




















34.—O forwards are attacking, but they lose the ball at X, because Q left-inside 
plays it too far ahead. 0 right full-back has plenty of time to place a long hard 
kick to O right-outside, (j) half-backs do not recover quickly and the ball is taken 
down for a goal, shot by Q inside-forward. Note the dribbling by Q right-outside, 
and how she centres the ball when nearing the goal. 


193 
























35.—The last eight diagrams explain offside. (See Playing Terms, page 242 , for 
offside.) 

Q left-inside is standing in offside position since she is ahead of the ball and with 
less than three opponents between her and her opponents’ goal. If she plays ball 
in this position a foul is made, “offside.” 


194 

















36.—O left-outside passes to her left-inside and then runs down the touch-line, 
ahead of the ball and with less than three opponents between her and goal. o left- 
outside is in offside position and cannot play the ball fairly. 


195 



















37.-0 left-outside has the ball; as 33 right full-back tackles her, she passes to 
o left-inside, who dribbles between m full-backs. O left-inside cannot be “offside, ” 
because she has the ball. She passes to O right-inside, who can receive it fairly, 
since she has kept behind the ball. In this diagram no player is in offside position. 


196 




















38.— O Forward line is attacking, and has passed the ffl left full-backs. 0 goal 
keeper alone remains between O forwards and goal, but they are not in offside posi¬ 
tion because they are in line with the player who has the ball— O right outside. She 
passes the ball forward and a little ahead of O centre-forward, who can receive it 
fairly, for she was behind the ball when it was last kicked. 


197 

















39.—A throw-in. o right-inside can receive the ball fairly in this position on a 
throw-in, although there are not three opponents between her and the goal. See 
Playing Terms, page 240 , for ruling on offside. 


198 

















40.—A throw-in by Q right-outside. In this play, as the ball was thrown to Q 
right-inside, o left-inside ran ahead of the ball and placed herself in offside position. 
She receives a pass from Q right-inside and a foul is made. Note that immediately 
after the throw-in, corner kick and goal kick are played, offside again applies. 


199 


















41 -CD right half-back receives a corner kick from o right-outside. 

O centre-forward advances and places herself in offside position. © centre half¬ 
back passes to her and a foul is made. In this situation O forwards should move 
sideward in an attempt to get into an open position. © right half-back should have 
shot for goal 


200 

















42.—O centre-forward is between 0 full-backs and there are less than three 
opponents between her and the goal. In this position she intercepts a goal kick 
from □ goal-keeper. She is not offside. See Playing Terms, page 242 , for ruling 
on offside. 


201 
















IV 










INDOOR PRACTICE 

A. Game Forms . The following game forms 
give excellent practice in kicking, passing, block¬ 
ing, dribbling, heading, and shooting. Good in¬ 
dividual form, learned and practised in simple 
games, will, in all probability, carry over into the 
more complex situations of soccer itself. Such 
group practise indoors , during the soccer season, 
will greatly aid the progress of the game, since 
more time may be given out of doors to actual 
team practice. 

Throughout the game forms, “hands” should 
not be allowed. With the exception of No. 7, the 
rules and scoring tend to keep the ball low. Lift¬ 
ing or volleying the ball should be practised out 
of doors. Lack of space indoors makes such prac¬ 
tice impossible, particularly for large numbers. 
Windows and lights should be protected so that 
the players can practise hard as well as accurate 
kicking. The players should practise passing and 
kicking with both feet. 

“Shoot” is a game of low organization, but con¬ 
taining values which make it a good game in it¬ 
self for elementary groups not able to play soccer. 
For such groups, the game forms 1, 2, and 8 will 
be useful as preparation for “shoot.” 


202 


INDOOR PRACTICE 


203 


In the diagrams the symbol J_ is used to rep¬ 
resent the player and the dividing line indicates 
the direction in which the player is facing, 

JL. 

(1) Two teams of equal number; each team 
lined up in two parts, facing, about 20 to 30 feet 
apart. 

T T T" t ~r t~ T ~i —i- 1 -1—r 

TEAM A TEAM B 


-L_ J-L J_ J-L _J_ _J_I_I_I_L 

Each team has a ball. Using the inside of foot, 
each team passes its ball back and forth for the 
greater number of passes in a minute. No regular 
order is observed in passing. The game may be 
varied by allowing only the left foot to be used in 
passing. 

(2) Two opposing lines, 30 feet apart. Hard 
kicking, using the inside of the foot, aiming to put 
the ball through the opposite line. 

TEAM A 

-r-r-r-r'r-r’r-r-r-r-TTT-r a 


A 

o 

V 


-L _JL _J_ _L_ _L _L _L _L _L _L _i_ _JL JL 



TEAMB 






204 


SOCCER 


A point is scored for a team each time one of 
its players kicks the ball through the opposite 
team, but a point is scored against them if they 
kick the ball over the heads of their opponents. 
No player may score if she kicks from the centre 
territory of io feet. Two halves of five minutes 
each are played. The ball is given to one team 
at the beginning of the first half and to the other 
team at the beginning of the second half. 

A faster game may be developed by having a 
“feeder” from each team in the centre territory 
of io feet, each to play loose balls to her respec¬ 
tive team. 

Relays Giving Practice in Passing and Dribbling 

(3) Equal teams of couples. Each team has a 
balL A B 

h h h h h h 
TEAMI 
h I - h I- h b 

h (* h h h h 
TEAM 2 
b b b I- b b 

I - f- b h b h 
TEAM 3 
h b h |- f- h 




INDOOR PRACTICE 


205 


The first couple in each team runs side by side, 
from behind line A to line B , making a given num¬ 
ber of passes to each other en route; from B the 
ball is kicked back to line A and the second couple 
follows. The player who first kicked the ball goes 
back to line A and the race ends when she re¬ 
ceives the ball from the last couple on her team. 
She must stop the ball on line A without use of 
hands. 

(4) Two or more teams in one circle, numbered 
as per diagram. 



Each team has a ball. No. 1 dribbles the ball 
around the circle, No. 2 receives the ball and con¬ 
tinues with it; each member of the team follows in 
order; when No. 12 returns to her place on the 



206 


SOCCER 


line, she stops the ball (with her feet), showing 
that she has it under control. All players must 
run in one direction. The race may be varied by 
running the entire relay in the opposite direction; 
running with the circle on the right, the player 
often uses the left foot, and the outside of the 
right. Since it is an advantage to keep the ball 
close to the circle, the player dribbles well and 
avoids kicking the ball off on a tangent. 

When the game is played by closely matched 
teams, only two teams should race in one circle, 
allowing good judgment of the start and finish. 

(5) Teams are in open order, players side by 
side, about 4 feet apart. 

D 

23456789 10 ° 

-r-r"r"TTT“r“r"r 


23456789 10 

ttttttttt 

23456789 10 

TTTTTTTT T 


23456789 10 

-r“rTT“r“rT""r-r 

No. 1 dribbles the ball from line A to line B, 
and passes the ball to No. 2 with the inside of the 
foot. The player receiving the ball must be be¬ 
hind line A , other members of the team may guide 


»h 
1 h 

' h 
'1- 




INDOOR PRACTICE 


207 


the ball, if necessary, and help it to line A if the 
pass from line B is not accurate. The player who 
passes from line B steps in line with the other 
players, and all move to the right, covering the 
entire distance, A to B, and being in position to 
guide the ball. The race ends when No. 10 drib¬ 
bles to line B and stops the ball. 

Fouls must be called for interference, if inaccu¬ 
racy affects the play of other teams. For exam¬ 
ple: A player of team 1 kicks the ball with poor 
direction and it passes through team 2, the 
player of team 1 nearest the ball recovers it. In¬ 
terfering with the play of team 2 while recover¬ 
ing the ball constitutes a foul. 

As the players are arranged (see diagram) the 
left foot will be used most in guiding the ball. 
Faced in the opposite direction and playing the 
ball in the same direction (B to A ), those in the 
line who help the ball on to A will probably use 
the right foot. 

Fouls may be called for kicking the ball instead 
of dribbling it. Consider it a foul if the ball is 
more than 5 feet ahead of the player who is 
attempting the dribble. 

(6) Teams of equal number behind line A , as 
per diagram. 

Four or more Indian clubs are set up, 4 to 6 
feet apart, opposite each team. No. 1 dribbles 


208 


SOCCER 


A 



6 5 4 3 2 1 


h h h h h h 


hhhhhh 

hhhhhh • • • 

the ball from line A , and weaves around the clubs 
as shown by the dotted line, then dribbles or 
passes to No. 2, who waits behind line A to re¬ 
ceive the ball. Each member of the team fol¬ 
lows in order. The race ends when No. 1 receives 
the ball from No. 6 at line A. 

If players are inaccurate and the falling of clubs 
causes confusion, substitute players sitting or 
standing in place of the clubs. 

(7) Dribble and punt. Relay teams are formed 
behind line A. 


6 5 4 3 2 I A 

hhl-HI-h 


B 


h h b h H b 


I- I" h 1- I- h 


No. 1 dribbles the ball from line A to line B , 
and from behind line B punts back to No. 2. Each 





INDOOR PRACTICE 


209 


member of the team follows in order. The last 
player should be the best punter, for the race 
ends when the ball crosses line A , and it may be 
in the air. No. 1 returns to line A , and if the 
last punt falls short, she must wait until it hits 
the floor; then she may recover it and dribble it 
past line A , finishing the race. If any punt from 
line B falls short of line A , the player waiting for 
the ball may not cross line A to start her dribble 
to B until the ball hits the floor. 

Much 'practice can be given prospective goal¬ 
keepers by having one person in each team do all 
the punting. There are elements in the punt, 
however, that every player should practise. See 
Figs. 22 and 23. 

Games of Low Organization 

8. “Block it.” Two teams facing, scattered 

over opposite territories, the playing field divided 
by a mid-line. See diagram. Hard kicking to 
force the ball through the opposite team, and 
across their goal-line. One point is scored each 
time the ball passes over the goal-line (or hits the 
wall if a wall is the boundary), head-high or lower. 
No player may cross the mid-line. Halves are 
played of five minutes each. The ball is given to 
one team at the beginning of the first half and to 
the other team at the beginning of the second half. 


210 


SOCCER 


XXX XX 
X x X X 

X X X X X 

X X X X 


o o o o 

0 0 o o o 

o o o o 

o o o o o 

The game gives good practice in intercepting 
the ball. At first those near the mid-line may- 
take over most of the play; if so, the leader should 
suggest various possibilities making good play, i. e. y 
a player near the centre of the court can pass to a 
team mate near the mid-line, or a player near the 
mid-line, after intercepting, can step aside quickly, 
and the player behind her can run forward and 
play the ball. 




INDOOR PRACTICE 


211 


Every one is on her toes to intercept, pass, or 
drive the ball, and the unexpected element in 
attack makes the game interesting. 

Teach girls to turn the hip or shoulder toward a 
hard ball coming at waist or chest height . See 
Figs. 16 and 18. 

9. “Head it.” Two teams facing, in opposite 
courts, separated by a centre court at least 16 feet 
wide. See diagram. The neutral court is divided 
by a mid-line, over which is a rope 10 to 15 feet 
high. 



A 


Rope 


A 






212 


SOCCER 


Ten-minute halves are played. The ball is 
given to one team at the beginning of the first 
half and to the other team at the beginning of the 
second half. 

The ball must be thrown over the rope and 
within the opponents’ territory behind their cen¬ 
tre court. 

Score. The team receiving the ball has oppor¬ 
tunity to score by meeting the hall with the head 
and directing it forward or sideward. No score is 
made if the ball goes backward. One point is 
scored if a player successfully heads; 2 points are 
scored if the player leaps into the air to meet the 
ball and heads it successfully. 

The team receiving may not kick the ball or 
intercept it in any way but with the head. As 
soon as the ball touches a player (exception of 
head), hits the floor, or is played out of bounds, it 
must be immediately thrown into the opponents’ 
court, giving them an opportunity to head. 

Those receiving may score twice on one play. 
For example: a player in the back court heads the 
ball and directs it forward (toward the rope); a 
team mate nearer the centre court may run for¬ 
ward into that court and play the ball again be¬ 
fore it touches the floor; 4, 3, or 2 points are pos¬ 
sible on such a double play, according to whether 
the players were in the air or not. 


INDOOR PRACTICE 


213 


Line A does not limit the players in heading the 
ball. The limitation falls on the thrower. She 
must throw over the rope, from some point within 
the court behind line A', she must throw accurately 
enough to drop the ball in the opponents’ playing 
space beyond the centre court. 

Fouls .—It is a foul to throw under the rope 
into the opponents’ territory or to throw outside 
their playing space. One point is awarded oppo¬ 
nents for each foul, and the throw must be made 
again by a member of the same team. 

The height of the rope and the width of the cen¬ 
tre court should make the practice of heading pos¬ 
sible and without danger of injury, since the ball 
is dropping and cannot hold great force. 

The leader can teach heading (see page 124) by 
means of this simple game. Encourage the player 
to run forward to meet the ball and give it some 
direction. Stooping to play the ball is not suc¬ 
cessful. The leader may change forwards and 
backs for the second half if she feels that the for¬ 
ward players do not have equal opportunity to 
head; or she may increase the width of the centre 
court or vary the height of the rope to regulate 
throwing. 

10. “Shoot.” Two teams line up on opposite 

sides of a circle, facing centre. The circle is di¬ 
vided by a mid-line upon which are two jump 


214 


SOCCER 


standards, 16 feet apart and in the centre. Within 
the outer circle is chalked a complete inner circle. 
See diagram. The inner circle has a radius of 16 
feet minimum. The outer circle is 5 feet larger 
and is the goal-line. 

-team a 



team $ 


The object is to kick the ball through the goal¬ 
posts and forcefully enough to carry it through 
the opposite team and over their goal-line. The 










INDOOR PRACTICE 


215 

kicker must be behind the inner circle or have 
one foot upon it as she kicks the ball. 

Score .—When fairly kicked, each time the ball 
passes through the goal and over the goal-line, a 
point is scored, providing it passes head-high or 
lower; 1 point is scored when opponents foul. 

Fouls .—Blocking the ball by intentional use of 
hands or arms. Blocking the ball within the inner 
circle, when kicked by opponents. Kicking the 
ball over opponents’ heads. 

Feeders may not step over the centre line to 
recover the ball. 

Play .—Two halves of five or ten minutes are 
played; one team begins the play by kicking the 
ball from the inner circle at the beginning of the 
first half, and the other team at the beginning of 
the second half. 

Play is continuous. After a score, when the 
ball is outside the outer circle, it may be rolled 
(with the hands) back into play by the player 
nearest the ball. She rolls it across the inner cir¬ 
cle, giving her team mates opportunity to kick. 

Two or three players in each team, usually the 
centre and the two ends, are appointed as feeders. 
They keep the ball in play by entering the inner 
circle and passing the ball to their respective 
teams whenever it is rolling slowly, or has stopped 
on a rebound. The feeder cannot step over the 


216 


SOCCER 


mid-line, nor can she block a kick from her oppo¬ 
nents from within the inner circle. Being a feeder 
does not prevent her from shooting whenever she 
is behind the inner circle; the oblique shots from 
the two ends are most often scoring ones. 

The ball passing outside the posts cannot score. 
If it goes out of bounds (behind the outer circle), 
it is put in play as per diagram. The nearest 
player rolls it into play from out of bounds (X), 
so that it may be kicked by one of her team. Un¬ 
less the ball goes a great distance out of bounds, 
encourage the players to kick it back into play or 
pass it into the playing space with the feet. 
Hands cannot be used at any time in bounds. 

The players stand a foot or two in front of the 
goal-line, since that position gives opportunity to 
block successfully and space enough to step for¬ 
ward freely in meeting the ball for a fair return 
kick. 

If a player kicks from within the inner circle, 
no score is made and no foul is called; play goes 
on. 

Since kicking with the top of the instep tends 
to lift the ball, the drive with the inside of the foot 
is efficient in this game. Shots close to the up¬ 
rights score heavily. 

For the size court outlined, 16 to 24 players, 8 
to 12 on a team, can play a good game. 


INDOOR PRACTICE 


217 


B. Exercises. Natural Gymnastics—Game 

Technic 

In addition to game forms, there are valuable 
movements which may be practised without the 
ball, in the form of free exercises. They have 
their particular use in mass work, or for practice 
in a limited space where play with the ball is im¬ 
possible. 

Such exercises must perforce be imitative in 
character, since the actual game situation is not 
present; they should not be artificial, however, 
but true to the particular muscular movements 
used in the game. Unless chosen carefully and 
formulated as game technic, exercises of this type 
are a waste of time. A group playing the outdoor 
game will readily appreciate and be interested in 
the following exercises, which help develop the 
specific balance, control, and muscular strength 
needed in the vigorous leaping and kicking game 
of soccer. 

(1) Stop and pass to side. 

Heels raise, arms sideward (blocking 
rolling ball, which rebounds for¬ 


ward). 1 1 

Run forward, right, left. 2 ! 

Raise right leg sideward and swing it 
across left, passing the ball to the 
left. 3! 





218 


SOCCER 


Step forward right. and ! 

In rhythm—block ! run ! pass ! Pass 
first left, then right. 

Points. —The block is for a swift, rolling ball. 
Teach a forceful swing of the leg from the hip; use 
of the inner side of the foot on the ball. 

(2) High block with thigh. 

Spring from both feet, arms swing side¬ 
ward upward. 1 ! 

Land easily, arms swing downward. . 2 ! 

In rhythm—spring ! 2 ! 1 ! 2 ! 

A slight bound or hop separates each of the 
high springs when the exercise is repeated. 

Points. —Emphasize height of the jump. Legs 
should be straight when in the air. The landing 
must be done lightly, on the balls of the feet, 
knees bending. 

(3) High block and pass to side. 

Spring from both feet, arms swing 
sideward upward. 1 ! 

Land easily, arms swing downward.. . 2 ! 

Run forward right, left. 3 ! 

Pass to the left (as in first exercise) .. 4 ! 

Step forward right. 5 ! 

Repeated rhythmically the pass mav be alter¬ 
nated. 

(4) Goal-keeper punts. 

Raise ball forward, eyes on the ball, 
trunk bent forward, slightly. 1 ! 










FIG. 18. INTERCEPTING WITH THE SHOULDER 

Note that the arm is held close to the body so that there is no danger of committing 

the foul “hands.” 



FIG. 19. RECEIVING A PASS WITH THE INNER SIDE OF THE FOOT 

Note that the ball was high and that the player sprang from the ground and lifted bent 
knee to receive it. Note that the ball is directed downward and the player has good 
opportunity to dribble or pass. 







INDOOR PRACTICE 


219 
and ! 


Raise leg backward. 

Drop ball, kick forward forcefully, 

arms swing sideward. 2 ! 

Step forward on free foot. 3 ! 

Two steps may be taken as the ball is 
raised forward: 

Raise ball forward—run right, left— 1 ! 

Drop ball, kick forward.. 2 ! 

Step forward. 3 • 

Points. —Teach the goal-keeper’s privilege of 
two steps with the ball. In a punt, the ball is 
met before it hits the ground. When the exercise 
becomes smooth, the player can spring from the 
standing foot on 2 !, putting the entire force be¬ 
hind the kick. See Fig. 23. The landing will be 
first the standing foot, then the high-kicking foot. 
(5) Free kick or practice for low volley. 

Run forward right, left. 1 • 

Kick right, swing the leg forcefully for¬ 
ward upward, and leave the ground 
from the left foot, arms sideward up¬ 
ward for balance. 2 • 

Land left, right foot comes to ground 
directly afterward—weight forward 

on right,. an< ^ 3 • 

In rhythm, the exercise will alternate. 

Points .—Meet the ball with the instep, not the 
toes. Leaving the ground with the standing leg 
gives greater force in a kick. 










220 


SOCCER 


(6) Heading the ball. See page 124. 

Run forward right, left. 1 ! 

Step forward right and spring from the 
ground, meeting the ball with the 
head. The left leg is raised back¬ 
ward for balance, body inclined for¬ 
ward, arms raised. 2 ! 

Land on right. 3 ! 

In rhythm—run ! head ! 3 !—1 ! 2 ! 3 ! 

The take-off may be taken from both feet and 
the landing be made on both. Either form is 
used in play. 

Points .—Explain how the ball should be met, 
and that one should never stoop to head a ball. 

(7) High block with inner side of foot. 
Spring from both feet, raise one knee 

high, meeting ball with inner side of 


raised foot, use arms for balance. .. I ! 

Land easily. 2 ! 

In rhythm—spring ! 2 ! 1 ! 2 ! 


A slight bound or hop separates each of the 
high springs when the exercise is repeated. 

The block (spring) may be preceded by a run of 
two or three steps; the spring may then be taken 
from one or both feet. See Fig. 19. 






V 


OUTDOOR PRACTICE 

Outdoor practice should be given over to the 
playing of the game in its complete organization 
just so far as is possible. The joy of participating 
in an organized game lies in experiencing team 
combination—united effort toward a definite goal. 
Time must be given to the practice of individual 
technic and to certain phases of the game—in 
short, to a practice of its parts—but the wise 
coach will never allow a squad to leave the field 
without having played the game in its entirety for 
at least a part of the period. 

Early in the season more time is naturally given 
to the individual practice of kicking and punting, 
group practice in playing the corner kick, goal 
kick, throw-in, free kick, penalty kick, and lining 
up the players in their logical positions for those 
particular plays. Interest remains keen just so 
long as the players find that practice of parts im¬ 
proves the whole. In beginning practices, insist¬ 
ence upon detailed perfection, or over-criticism 
of players is poor coaching. Each hour on the 
field will bring forth new points that may be 


221 



222 


SOCCER 


stressed, a different angle to be explained, new 
criticism to be given, old criticism to be repeated, 
but every day also brings good play, which the 
coach should recognize verbally, thereby encour¬ 
aging the squad. 

One key to steady progression in the game lies 
in the wisdom of the coach in balancing praise, 
criticism, and blame, and knowing when to say 
nothing, but letting the game situation tell the 
story. 

It is well that the entire squad know the par¬ 
ticular work of all positions. For beginners this 
outline may be found useful, since it gives much 
practice in passing and kicking, and at the same 
time shows the general play of different positions. 

I. Forward-Line Practice .—Squad is in a col¬ 
umn of fives. Each five in turn plays the ball 
down the field, using the diagonal pass with the 
inside or outside of the foot, and when near or 
inside the penalty area, some one of the five shoots 
for goal. Starting from outside one penalty 
area and advancing to the opposite goal will give 
each player opportunity to play the ball twice 
at least. 

The coach should insist upon diagonal passes. 
See Individual Technic, page 120. Dribbling may 
be encouraged in this practice, but short diagonal 
passes should be emphasized first, and the players 



FIG. 20. KICKING WITH THE TOP OF THE INSTEP 

Ball is stationary as in a goal kick, corner, free or penalty kick. A short run may 
precede the leg swing; the toe is inserted under the ball. 



FIG. 21. THROW-IN 

The side line does not show in the cut; a part of both feet must be on the line 











OUTDOOR PRACTICE 


223 


should keep in line with the ball, or in line with 
the player with the ball. It is not necessary nor 
wise for the coach to explain the offside ruling at 
this early stage, but the forward line should be 
told to hold their positions in relation to each 
other, and to keep in line with the ball. The 
outside players should play close to the touch- 
line, the centre-forward in the centre, and the in¬ 
sides midway between centre and wings. 

A prospective goal-keeper may defend the goal 
and punt the ball back to the next line of five 
waiting to play. 

II. Forwards and Half-Backs .—After every 
player has experienced how the forward line 
passes, dribbles, and shoots, the squad may be 
divided into eights, placed on the field as forward 
and half-back lines. Again the forward line runs 
down the field passing, but if the ball is missed by 
a forward, the half-backs are following, playing 
4 to 6 yards in back of them and ready to pass 
to the forward. The half-back’s kick is usually 
strong and forceful; it may be diagonal or straight 
ahead. In this practice the coach can call to any 
forward to run past the ball, giving the half-backs 
a chance to pass it on. The half-backs are part 
of the shooting force, and when they, with the for¬ 
wards, are within reach of goal should never lose 
chance of a shot. 



224 


SOCCER 


III. Forwards and Half-Backs vs. Full-Backs 
and Goal-Keeper .—The same formations as in II, 
with the full-backs added for defense. Encourage 
the forwards and halves to pass around the fulls, 
to dribble and force a full-back to tackle, and to 
finally take the ball down for a goal. In this prac¬ 
tice, with 8 players attacking and only 3 defend¬ 
ing, there is good opportunity to develop pass 
work and shooting. The same full-backs and 
goal-keeper can defend against several groups of 
forwards and halves, as successive attacks are 
made. The full-backs should not hesitate to 
tackle (see Individual Technic, page 129), and since 
the forwards and halves will not be too accurate 
in passing, the fulls will have opportunity to play 
the ball and should play it with a long, hard kick 
out of their territory. A long, hard kick will stop 
that forward line in its attack, if the ball goes far 
beyond the attacking half-backs, and the group 
(forwards and halves) should run off the field, giv¬ 
ing way to the next attacking force of eight. 

IV. Again the squad practises attack in for¬ 
ward and half-back formation, this time against 
opposing half-backs, full-backs, and goal-keeper. 
Explain to the opposing half-backs that they are 
to tackle immediately, and indicate to each half 
the opposing forwards she should mark and tackle. 
Tell the full-back at what point she is to tackle. 


OUTDOOR PRACTICE 


225 

Start the play with a kick-off, and encourage the 
attacking forwards to pass quickly. Call out 
directions to the players when to pass, intercept, 
tackle, or mark. 

V. The Game .—Place two full teams on the 
field. Without playing the ball, direct the for¬ 
ward lines to cross over into the opponents’ half 
of the field and face opposing half-backs. Explain 
that when the game is in progress forwards do not 
oppose forwards but HI half-backs meet O for¬ 
wards, and (D half-backs are responsible for mark¬ 
ing and intercepting passes to □ forwards. See 
page 142. Line-up as in Diagram 2, page 155. 
Start play with the kick-off and play the game in 
its full organization. 

In the first hour’s play out of doors steps I-V 
can be covered, not perfectly, to be sure, but, what 
is of far greater importance, through progressive 
steps the object of the game is pictured clearly, and 
the players feel the forces of attack and defense. 
If the hour is short, a quicker approach to V may 
be made, but V should not be omitted. It is not 
necessary in the first practice to explain a corner 
or a goal kick, but the free kick and the throw-in 
can be used in V; all free kicks for fouls need 
not be played, although the coach should call 
“foul” and explain the fault whenever “hands” 
is made or “charging” occurs. 


226 


SOCCER 


Either preceding or directly following the first 
practice, a clear presentation of the game should 
be given through a talk, using the blackboard in 
demonstration, or, better still, the cardboard- 
and-checker method explained under the chapter 
“Suggestions for the Coach” in the section on 
hockey. 

In the second or third practice steps I, III, and 
V can be repeated, and the goal kick and corner 
kick explained and played. If indoor hours are 
not part of the schedule, some of the practice 
outlined in “Indoor,” page 202, can be used on the 
field to advantage. No. 3 and No. 6 relays are 
good, and informal “shoot,” see page 213, can be 
played at each goal. 

At the fourth or fifth hour of field practice the 
squad should have a comprehensive idea of the 
game in its spirit and form; the players will appre¬ 
ciate full interpretation of rules. From this point 
they will learn through having all fouls called and 
penalties administered. Quite logically, since it 
occurs but seldom in play, the penalty kick line-up 
and practice will be taken last. 

A verbal explanation of offside is seldom ade¬ 
quate; offside may be explained more easily by 
diagrams (see pages 194-201), or by placing players 
on the field in offside position and playing the ball 
through slowly to them. Offside should be called 


OUTDOOR PRACTICE 


227 


strictly. During practice, if players are coached 
to stand still when the whistle blows, the player 
“offside” can readily be indicated to the squad 
and a clear understanding will soon be established. 

In following hours, emphasis may be given to 
the speed with which players take their logical 
and best positions for the free kick, throw-in, goal 
kick, and corner kick. See Diagrams, pages 162 to 
184. In these plays the attack should be on the qui 
vive to place themselves to advantage, and the ball 
is played quickly before the defense can have time 
to cover or break up the play. 

It is well to stop general play, if it seems lack¬ 
ing in organization, spend fifteen minutes on the 
practice of particular needs, and then resume play. 
Improvement is felt, and the squad has learned 
the benefit of concentration upon certain details. 

When large numbers are using one field, alter¬ 
nate practice for teams gives the necessary rest 
periods. Time that is not needed for rest may be 
utilized by a practice of kicking, dribbling, and 
passing in available space. The game tests 
strength and endurance. Twenty to twenty-five 
minutes of brisk, steady team play is sufficient. 
In a match, fifteen minutes is the length of a half. 
In practice, where there is little strain or nervous 
excitement and many interruptions, a longer 
period is possible, and quite desirable from the 


228 


SOCCER 


point of view of training. Work gradually from 
play periods of ten minutes to periods of twenty to 
twenty-five. 

As the need presents itself, a five-minute talk 
at the end of the practice hour will crystallize the 
important points brought out on the field, and the 
squad will carry away constructive ideas for the 
next hour. Try always to send the squad away 
from practice feeling a unit. There is a psycho¬ 
logical moment for stopping practice, and that is 
with a good demonstration of team play or a well- 
earned goal. 


VI 


SUGGESTIONS FOR THE COACH 

The coach guides the development of the game, 
and it is possible for her to create a liking for soc¬ 
cer that will remain with the players throughout 
life, giving an appreciation of other team games 
and a love of sport. Some coaches lose such op¬ 
portunity—although teaching conscientiously— 
perhaps for the reason that they instruct with 
such a regard for details that the spirit of the 
game is lost in a maze of overcorrection and in¬ 
terruption. How to distribute in an hour’s prac¬ 
tice deserved criticism, earned praise, correction of 
technic, and the ever-necessary suggestions in 
“playing positions,” and yet holding to the spirit 
of play is one test of a good coach. 

“Science plus sympathy” is a short but sugges¬ 
tive formula. The first entails a thorough knowl¬ 
edge of the game, and the second—of equal im¬ 
portance—an understanding of the player. One 
is technical, the other human, but a careful blend 
of the two can lift coaching to a high level of lead¬ 
ership. 

Girls are more self-conscious than men when 

participating in new team games, and since they 

229 



230 


SOCCER 


are not used to kicking games, the coach should 
not expect too much of them in beginning practices. 
Teach them to take their tumbles philosophically 
and to learn to laugh at their awkward mistakes, 
but with grim determination to make the right 
move next time. Above all things, let the girl 
feel your interest in furthering good sportsman¬ 
ship and developing efficient team play, and lead 
her to welcome individual criticism or suggestion, 
since it will enable her to experience more satisfy¬ 
ing and advanced team combination. 

(1) Know your game; know its history and 
present developments. 

(2) A highly organized game like soccer changes 
somewhat from year to year. Always insist that 
your squads provide themselves with the latest 
Women’s Rules in print. 

(3) Read the Men’s Rules; know the differ¬ 
ences between the two games and the reasons for 
those specific differences. 

(4) Take every opportunity to see men play. 
Observation will broaden and strengthen your 
ability as a coach. 

(5) In observing good match games watch the 
referee (umpire) and study the technic of officiat¬ 
ing. 

(6) Even after your squad plays well, and posi¬ 
tions have been assigned, a general shaking-up in 



FIG. 22. GOAL-KEEPER PUNTING 



FIG. 23. FINISH OF THE PUNT 

Note that the goal-keeper has put so much force into the kick that both feet are off 

the ground. 








































. 



































































SUGGESTIONS FOR THE COACH 


231 


the form of changing positions for part of a prac¬ 
tice is good policy. A half-back will play her 
position far better for having experienced the 
work of the forward line in receiving passes. 

(7) In coaching, frequently give the work of 
refereeing to one of the squad who is not playing, 
and turn your attention to the players without the 
hall. Too often the coach follows the ball closely 
and sees only the work of the players near the 
ball. 

(8) In training teams for competitive games, 
remember that the efficiency of the captain of the 
team is of paramount importance. Long before a 
match, train the captain in her duties on the field. 
When the game is once “ on, ” you, as a coach, have 
no power to make suggestions to players. The 
period between halves is your only opportunity. 

The spirit and leadership of the captain may 
make or mar the play of a team. She holds the 
team together, and, with a suggestion here and a 
word of praise there, leads her team to give its best 
possible effort. She should be able to play for 
herself and to think for others. A captain who 
plays centre half-back or centre-forward is in good 
position to unite her team. 

(9) The captain should know which goal to 
choose to defend, if she wins the toss. Should 
there be a strong wind blowing, it would seem an 


232 


SOCCER 


advantage to play with it. If there is an advan¬ 
tage to be gained in defending one goal, choose it 
for the first half and score early in the game. If 
there is sun glaring into one goal, do not place 
your goal-keeper in the hard position of defend¬ 
ing it; choose to defend the opposite goal—the sun 
may be lower or under a cloud for the second half. 
Should there be no definite advantage in choosing 
to defend either goal, the captain should elect to 
take the kick-ofF. 

(io) In the event of the wind blowing strongly 
across the field, players should be instructed to 
keep the ball as much as possible on the side from 
which the wind blows, otherwise there will be con¬ 
tinuous throwing-in on the opposite touch-line. 

(i i) During practice on a very windy day, bring 
out the points necessary to controlling the ball, 
attacking with the wind and against it. Keep the 
ball low, use short cross-passes and shoot low; 
against the wind, forwards should pass more force¬ 
fully and less on the diagonal, since the ball will 
be driven back somewhat. Dribbling against a 
strong wind is good play, but dribbling indirection 
with a strong wind, the player often loses control 
of the ball. 

(12) Players should be coached to call “time” 
only if necessary, and, unless for accident, not at a 
time when it would mean disadvantage to oppo- 


SUGGESTIONS FOR THE COACH 


233 


nents, i. e ., at a time when opponents are making 
rapid advance toward goal or are in position to 
score. 

The best way is to call when the ball is not in 
play, as when the whistle has blown for a score, 
a corner kick, throw-in, free or goal kick. 

(13) Players should wear correct shoes and 

* 

avoid bruise and strain. The usual gymnasium 
“sneaker” does not give sufficient protection for 
toes and ankles. A high cloth shoe should have 
extra tips over the toes, and a leather or rubber 
disk over the inner side of the ankle. Leather 
shoes are best. (Projecting soles or metal plates 
are not allowed.) 

(14) Given care, a soccer ball will last a long 
time. Keep the leather soft and in good condi¬ 
tion by greasing the ball occasionally. If a ball 
gets very wet, allow it to dry slowly in the sun or 
wind, arid afterward put oil or grease upon the 
leather, so that it will not crack. Keep the ball 
tightly inflated, flat at the lacing, and laced evenly. 

(15) Never let the game become static. Coach 
logical and definite team play, but at the same 
time make play flexible. Coach players to think 
and choose , if you would have them meet rapidly 
changing game situations and sustain team work 
that is satisfying. 








APPENDIX 


PLAYING TERMS 



HOCKEY PLAYING TERMS 


Goal. “A goal is scored when the whole ball has passed 
entirely over the goal-line under the bar, the ball while within 
the striking-circle having been hit by or glanced off the stick 
of an attacker/’ 

Midfield. That distance, approximately between the two 
25-yard lines. 

Attacking team. The team in possession of the ball. 

Defending team. The team that is attempting to gain pos¬ 
session of the ball. 

Clear. To play the ball away from the goal toward the 
sides of the field. 

Mark. To direct one’s attention to a definite opponent. 
Marking an opponent in field hockey has the same significance 
as guarding an opponent in basket-ball. 

Draw. To draw an opponent, is to induce an opponent to 
tackle or mark, in order that a team mate may be unmarked, 
and consequently in a better position to receive a pass. 

Tackle. To tackle is to attempt to recover the ball when it 
is in the possession of an opponent. 

Bully-off. “ The game is started by one player from each 
team bullying the ball in the centre of the field. To bully 
the ball each player shall strike first the ground on her own 
side of the ball and then her opponent’s stick three times 
alternately after which one of these two players must strike 
the ball before it is in general play. In all cases of bullying, 
the two players who are bullying shall stand squarely facing 
the side-lines. Every other player shall be nearer to her own 
goal-line than the ball (except in the case of a penalty- 
bully).” 

Roll-in. “When the ball passes wholly over the side-line, 

237 


238 


HOCKEY PLAYING TERMS 


it shall be rolled in along the ground (and not bounced) into 
play by hand, from the point where it crossed the side-line 
in any direction by one of the team opposite to that of the 
player who last touched it. The ball may be rolled in at 
once, but no player shall stand within the 5-yard line although 
players may cross the 5-yard line immediately the ball leaves 
the hand of the roller-in. The roller-in must have both feet 
and stick behind the side-line and may only play the ball 
again after another player.” 

Free hit. Penalty imposed on a team when one of its mem¬ 
bers commits a foul such as “sticks,” offside, etc. The free 
hit is taken by one of the opposing team on the spot where 
the foul occurred. “On the occasion of a free hit, no other 
player shall be within 5 yards of the spot where such hit is 
made, and after taking such hit the striker shall not partici¬ 
pate in the game until the ball has been touched or hit by 
another player.” 

Corner. Penalty imposed upon the defending team when 
one of the defenders behind their 25-yard line unintentionally 
sends the ball behind the goal-line. “A player of the at¬ 
tacking team shall have a hit from a point on the side or goal¬ 
line within 3 yards from the nearest corner flag, and at the 
moment of such hit all the defending team (their sticks and 
feet) must be behind their own goal-line and all the attacking 
team must be outside the striking-circle in the field of play.” 
See Fig. 5. 

Penalty corner. Penalty imposed on the defending team 
when one of its members intentionally sends the ball behind 
the goal-line, or commits the foul “sticks” within the striking- 
circle. “A player of the attacking team shall have a hit 
from any point on the goal-line, that is, not less than 10 yards 
from the nearest goal-post, and at the moment of such hit 
all the defending team (their sticks and feet) must be behind 
their own goal-line, also all the attacking team must be out¬ 
side the striking-circle in the field of play.” 


HOCKEY PLAYING TERMS 


239 


“Sticks” “When a player strikes at the ball no part of 
her stick must in any event rise above her shoulders at either 
the beginning or end of the stroke.” 

Offside. “When a player hits or rolls in the ball, any 
other player of the same team who is nearer her opponents* 
goal-line than the striker or roller-in at the moment when the 
ball is hit or rolled in is offside, unless there be at least three 
opponents nearer to their own goal-line than she is. No 
player, however, shall be offside in her own half of the ground, 
nor if the ball was last touched or hit by one of her own team 
who, at the time of hitting, is nearer her opponents’ goal¬ 
line than herself.” 

Penalty-bully. “A penalty-bully should only be given for 
a wilful breach of a rule or when a goal would most probably 
have been scored but for the occurrence of the breach of the 
rule. A penalty-bully shall be played, by the offender and 
any other player selected by the other team, on the spot 
where the breach occurred. All other players shall be be¬ 
yond the nearer 25-yard line in the field of play and shall 
not cross such 25-yard line or take any further part in the 
game until the penalty-bully is completed.” 

For complete rules, see the “Official Field Hockey Guide.” 


SOCCER PLAYING TERMS 


Goal. A goal is made when the ball passes between the 
goal-posts beneath the cross-bar, not being carried, thrown, 
or knocked on by any player of the attacking side; a goal may 
be shot from any spot within the field of play by any player 
who is onside. 

“Own” goal is the goal a team is defending. 

Opponents’ goal is the goal a team is attacking. 

Own half of the field is that half corresponding to own goal. 

Opponents’ half of the field is that half corresponding to 
opponents’ goal. 

Touch is that part of the ground on either side of the field 
of play. 

Tackling is attempting to take the ball from an opponent. 

Handling is intentionally playing the ball with the hand or 
arm (any part of the arm between wrist and shoulder). 

Tripping is intentionally throwing, or attempting to throw 
an opponent. 

Holding is obstructing a player with the hand or a part of 
the arm extended from the body. 

Knocking on is striking or propelling the ball with hands 
or arms. 

Carrying by the goal-keeper is taking more than two steps 
while holding the ball, or bouncing it on the hand. 

Charging is voluntarily pushing an opponent away from 
the ball or so throwing her off her balance that she loses con¬ 
trol of it. 

Handling, charging, tripping, holding, and knocking on are 
fouls. Carrying by the goal-keeper is a foul. 

Attacking team. The team in possession of the ball. 

Defending team. The team that is attempting to gain pos¬ 
session of the ball. 


240 


SOCCER PLAYING TERMS 


241 

Saving a goal is intercepting an opponent’s shot for goal, 
thereby preventing a score. 

Marking an opponent is “covering” her, thereby preventing 
her from receiving a pass. 

Drawing an opponent is inducing her to mark or tackle, in 
order that a team mate may be unmarked and consequently 
in a better position to receive a pass. 

The kick-off is a place kick. The ball is on the ground in 
the centre of the field of play and all opponents must be at 
least six yards away. The ball must be kicked into the 
opponents’ territory. See Diagrams 3 to 7. 

A throw-in. When the ball goes into touch, i. e ., over the 
side-lines out of the field of play, a player of the opposite 
side to that which played it out shall throw it in from that 
spot on the touch-line where it left the field. The player 
taking the throw-in must stand on the touch-line (a part of 
both feet must be on the line) and throw the ball from over 
her head with both hands. The throw may be made in any 
direction. See Fig. 21. See Diagrams 8 to 14. 

A free kick is awarded a team when an opponent commits a 
foul such as handling, charging, offside, etc. The ball is on 
the ground; it may be kicked in any direction; all opponents 
must be at least 6 yards away. See Diagrams 15 to 18. 

A goal kick is awarded the defending side when the ball was 
caused to go out of bounds over the end line by the attacking 
side. Any member of the defending side places the ball 
within that half of the goal area nearest the point where the 
ball left the field of play. It is of advantage to place the ball 
on the inner edge of the goal area. It is usual for the goal¬ 
keeper or a full-back to take the kick. See Diagrams 19 to 21. 
All opponents must be at least 6 yards away from the playei 
taking the kick. 

A corner kick is awarded the attacking side when the ball 
is played behind the goal-line (outside the goal) by the defend¬ 
ing side. The ball is on the ground, placed within a yard of 


242 


SOCCER PLAYING TERMS 


the corner nearest the point where the ball was put over the 
goal-line by the defenders. The outside forward usually 
takes the kick. All opponents must be at least 6 yards away. 
See Diagrams 22 to 25. 

A penalty kick is a shot for goal from the penalty-kick 
mark, 12 yards from goal. It is awarded the attacking side 
for intentional handling (goal-keeper excepted), tripping, 
charging or holding by the defending side within the penalty 
area. See Diagrams 26 and 27. 

Offside. “When a player plays the ball, any player of the 
same side who at such moment of playing is nearer to her op¬ 
ponents’ goal-line is offside and may not touch the ball her¬ 
self, nor in any way whatever interfere with an opponent, or 
with the play, until the ball has been again played, unless 
there are at such moment of playing at least three of her op¬ 
ponents nearer their own goal-line. A player is not offside 
when the ball is kicked off from goal, when a corner kick or a 
throw-in is taken, when the ball has been last played by an 
opponent, or when she herself is within her own half of the 
field of play at the moment the ball is played by any player 
of the same side.” See Diagrams 35-42. 

For complete rules see the “Official Soccer Rules for 
Women.” 


1 


INDEX 


FIELD HOCKEY 


Attack, attacking, 23, 24, 27, 33, 
39 , 42, 44 , 52 , 99 , 106, 237 

Ball, care of, 108 
Bee, hockey rules, 106 
Beginners, n, 17, 24, 41, 55, 70, 
96, 107 

Bully-off, s, 83, 84, 97, 237 
Bully, centre, 5, 35, 53, 54, 73; 
25-yard, 26, 35, 45, 51, 60, 61, 
68, 76, 97, 101; penalty, 97, 
102, 239 

Captain, 33, 34, 106 
Centring, 28, 29, 39, 107 
Clear, clearing, 30, 42, 44, 47, 
237 

Coach, 103-m 
Combination, 23, 47, 100, 108 
Competitive games, 84-95 
Corner, 11, 21, 32, 33, 39, 69, 70, 
71, 101, 238 

Defense, defending, 24, 31, 32, 
33 , 35 , 39 , 4 i, 44 , 45 , 52, 59 , 
237 

Draw, 24, 237 

Dribble, dribbling, 12, 17, 28, 43, 
87 - 91 , 97 , 98 

Drive, 10, 11, 42, 44, 46, 97 

Field, the, 4, no 
Fielding, 18; with the stick, 18; 
with stick and foot, 19; with 
one foot, 20, 32, 90; with two 
feet, 20, 49; with the hand, 21, 
22, 32, 49, 88 

Forwards, n, 12, 13, 14, 23, 24- 
33 , 35 , 36, 38, 50, 52-78, 82, 

84 


Free hit, n, 32, 39, 43, 59, 101, 
238 

Fullbacks, 12, 13, 15, 23, 24, 27, 
40-47, 52-78, 82, 101 

Game, the, 3, 5, 96, 103, 104, 105 
Games, practice, 79-95 
Games, relay, 87-91, 102 
Goal, 5, 18, 25, 26, 30, 44, 49, 96, 
101, 237 

Goal-keeper, 14, 20, 24, 28, 47- 
51, 52-78, 101, 105 
Gymnastics, 79 

Halfbacks, 12, 13, 15, 23, 27, 33- 
40, 52-78, 82, 101 
Hitting, 9 

Interception, 40, 44, 45, 46, 47, 
65, 66, 101 

“Job,” the, 16 

Kicking, 49 

Left-hand lunge, 14, 38, 42, 82 

Mark, marking, 27, 35, 36, 39, 
56 , 237 

Obstruction, 50, 102, 105 
Offside, 29, 31, 32, 102, 239 

Penalty corner, 32, 39, 44, 51, 
238 

Playing terms, 237-239 
Positions, 23-51, 99, 100, 101 
Practice, 77-102 
Push pass, 12, 42, 46, 72, 98 


245 


INDEX 


246 


Receiving, 17, 18 
Reverse stroke, 15, 42, 83 
Roll-in, 30, 32, 39, 43, 76, 77, 78, 
88, 101, 237 

Scoop stroke, 13, 42, 46, 98 
Scoring for practice games, 85, 86 
Shin guards, 48, 108 
Shooting and scoring, 24, 26, 28, 
39, 40 , 93 

Stick, how to hold the, 9, 79, 80, 
97 


“Sticks,” 10, 44, 82, 97, 238 
Stick, choosing a, 109; care of 
the, no 

Striking circle, circle, 4, 5, 26, 27, 
33, 38 , 39, 44, 49, 105 

Tackle, tackling, 29, 30, 33, 36, 

37, 38 , 41 , 45, 237 
Team-play, 52-78, 99-102 

U. S. F. H. A., 7, 50, 91, 105 


SOCCER 


Attack, attacking, 117, 128, 138, 
150, 154-201, 240 

Ball, care of, 233 
Bounce, 151, 178 

Captain, 231 

Centring, 133, 135, 177, 193 
Centre forward, 135, 154-201 
Centre halfback, 140, 142, 144, 
154-201 

Charging, 118, 225, 240 
Coach, 229-233 
Combination, 134, 146, 221 
Competitive games, 231 
Corner kick, 137, 153, 181-184, 
200, 241 

Covering, 123, 130 

Defense, defending, 136, 138, 

146, 149, 154, 201, 231, 240 
Draw, 128, 141, 241 
Dribble, dribbling, 127, 133, 148, 
189, 192, 193, 204-209, 232 

Fisting, 152 

Forward line, 132-138, 222 
Forwards, 132-138, 154-201, 

223-225 

Free kick, 136, 170-175, 241 
Fullbacks, 137, 138, 143, 145- 
I49> 154-201. 


Game, forms, 202-209 
Games of low organization, 209- 
216 

Goal, 116, 117, 240 
Goal area, 116, 241 
Goal-keeper, 149-153, 154-201, 
224 

Goal kick, 137, 148, 150, 176- 
180, 241 

Goal-line, 116, 153, 176 
Gymnastics, 217-220 

Halfbacks, 136, 138-145, 154- 
201, 223-225 

Hands, handling, 202, 225, 240 
Heading, 124, 143, 148, 211, 220 

Inside forwards, 132-138, 154- 
201 

Interception, 129-131, 142, 147 

Juggle, 151 

Kicking, 120-129 

Kickoff, 117, 154-161, 232, 241 

Left halfback, 143, 154-201 

Marking, 123, 130, 139, 142, 143, 
147, 240 
Mid-line, 145 


INDEX 


247 


Offside, 137, 194-201, 226, 242 
Origin, 115 

Outside forwards, 132-138 

Passing, 120, 125, 140, 204, 232 
Penalty area, 116, 153, 185, 186 
Penalty kick, 153, 185-187, 226, 
242 

Penalty kick mark, 185 

Placing, 141, 148 

Playing terms, 240-242 

Positions, 132-153, 230 

Posture, 119 

Practice, 202-228 

Punt, punting, 150, 151, 208, 218 

Receiving, 126, 132 
Referee, 230 

Right halfback, 142, 154-201 

Save, saving, 186, 188, 241 
Score, scoring, 117, 128, 129, 151, 

185 


Shoes, 233 

Shooting, 128, 129, 133, 136, 144, 

145 

Sportsmanship, 230 

Tackling, 118, 127, 129-131, 138, 
139, 142, 143, 146, 147, 240 
Team-play, 154-201, 221-228 
Throw-in, 136, 144, 162-169, 198, 
499, 232, 241 
Time out, 232 
Toss, 117, 231 
Touch, touch-line, 136, 240 
Training, 228, 231 

Umpire, 230 

Volley, 123, 148, 219 

Wing forwards, 136, 137, 138 






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